Earth's Magnetic Pole Reversals Essay Example | Topics and Well Written Essays - 1000 words

Earth's Magnetic Pole Reversals - Essay Example â€Å"In 2005, the North Magnetic Pole (NMP) was about 810 km (503 miles) from the Geographic North Pole. The NMP was in the  Arctic Ocean  north of Canada. The South Magnetic Pole (SMP) was about 2,826 km (1,756 miles) from the Geographic South Pole. The SMP was off the coast of  Antarctica  in the direction of Australia† (Russel). The presence of earth’s magnetic field can be explained through the dynamo effect. Deep inside the earth’s core is a solid iron ball with temperatures reaching as high as that on the sun. This inner core is surrounded by a molten mass of iron, called the outer core. The molten mass of iron circulates relative to the motion of the earth. Convection currents within this region generate our planet’s magnetism (Phillip). Over years, many scientists have proven that the earth’s magnetic field is changing. James Ross located the pole for the first time in 1831 after an exhausting journey during which his ship got stuck. No one retrieved it until four years and when they did, they noticed that the pole had shifted from its original position, even though by a small amount. The next observation occurred in 1904 when Ronal Amundsen found the pole again and discovered that it had moved almost fifty kilometers since the days of Ross. This movement of the magnetic poles has hastened in the recent past. â€Å"The pole kept going during the 20th century, north at an average speed of 10 km per year, lately accelerating to 40 km per year (Phillip). This sparked interest of researchers to study this phenomenon in detail. It has been discovered that iron and other heavy metals, present inside molten lave, align themselves in the direction of the external magnetic field when solidifying to form hardened rock. By studying the various layers of these rocks, scientists have measured the historical directions of the Earth’s magnetic field and concluded that the Earth’s poles

Happiness Research Essay Example | Topics and Well Written Essays - 1000 words

Happiness Research - Essay Example Based on the appraisal-based theory of happiness, Myers and Diener maintain that one's personality traits, the characteristics of one's social milieu etc can determine one's happiness. Whereas a person's age, sex, race, and income etc cannot determine factors of happiness, "better clues come from knowing a person's traits, whether the person enjoys a supportive network of close relationships, whether the person's culture offers positive interpretations for most daily events, whether the person is engaged by work and leisure, and whether the person has a faith that entails social support, purpose, and hope." (Myers and Diener, 1995, p 17). In a reflective exploration of the arguments put forward by Myers and Diener, it becomes lucid that family support and family relations are two important factors that contribute to happiness or the subjective well-being of an individual. In their article, Myers and Diener offer crucial premises concerning the happiness or satisfaction with life and they suggest that personality traits, supportive network of close relationships, culture, work and leisure, social support, purpose, and hope etc can determine one's happiness. It is fundamental to investigate the premise by the authors that people who have strong family relations are happy and healthy. ... Thus, in their important study titled "Family Support, Family Income, and Happiness: A 10-Year Perspective", North, Holahan, Moos, and Cronkite examined the role of income and social support in predicting coexisting happiness and change in happiness and the conclusions of their study support the premise of Myers and Diener that people who have strong family relations are happy and healthy. "Income had a small, positive impact on happiness, which diminished as income increased. In contrast, family social support, measured by 3 subscales, Cohesion, Expressiveness, and Conflict, showed a substantial, positive association with concurrent happiness, even after controlling for income." (North, Holahan, Moos, and Cronkite, 2008, p. 475). Therefore, it is essential to realize that family social support has a great influence on the happiness of an individual, as against income, and financial stability. The family support and family relations are among the most fundamental elements determining the well being of an individual and the organization of family life can influence the individual's happiness. Based on literature review on the topic, Myers and Diener maintain that the impoverished social connections in the ever more individualistic modern societies hinder happiness and well being of individuals. "Individualistic societies offer personal control, harmony between the inner and outer person, and opportunity to express one's feelings and talents, though with the risks of a less embedded, more detached self." (Myers and Diener, 1995, pp 14-15). The social support system as well as family support and relations can greatly help one in realizing happiness. The value

Investigation of Tunisian Geography Teachers

Investigation of Tunisian Geography Teachers Introduction The purpose of this study was to investigate some Tunisian geography teachers/researchers reading of research articles (RA) in English in their field, in particular their use of metadiscourse and the factors that might affect this use. A combination of quantitative and qualitative methods addressed the purposes of this study. Two major reasons have motivated the choice of this topic: theoretical and contextual. Theoretical Justifications Of The Study A good number of studies have highlighted the facilitative role that metadiscourse plays in reading comprehension (e.g. Camiciottoli, 2003). Metadiscourse is defined, in the present study, as â€Å"self-reflective linguistic material referring to the evolving text and to the writer and to the imagined reader of that text (Hyland and Tse, 2004, p. 156). In defining reading comprehension, I adopted the componential interactive approach (e.g. Grabe, 2008). According to this approach, readers are active participants who actively take knowledge, connect it to previously assimilated knowledge and make it theirs by constructing their own interpretation. They develop, modify and even reflect on all or some of the ideas displayed in the text. Research has shown that second language (SL) and foreign language (FL) reading comprehension process is highly complex (Grabe, 2008; Koda, 2007; Sheng, 2000). Indeed, a wide range of variables intervene in the process: linguistic, metalinguistic, cognitive, metacognitive, social and psychological (Koda, 2005; Pressley, 2006; Rapp et al., 2007). Researchers reported the difficulty to clearly understand the exact degree of the contribution of each variable to the final product. All aspects of the reader variables interact with one another and interact with textual and contextual factors (e.g. Dhieb-Henia, 2003). Different models have been proposed in the literature in order to take account of these factors (the Top-down approach, the Bottom-up approach, the Interactive approach) (Grabe, 2008). Also, there has been a debate among SL reading researchers about whether SL reading is a language problem or a reading problem (Alderson, 1984, Bernhardt and Kamil, 1995; Grabe, 1991; Khaldieh, 2001). Some researchers contended that some SL linguistic knowledge threshold was necessary in order to get first language (L1) reading knowledge to engage and first language reading strategies to transfer (Cummins (1979) threshold level of language proficiency and Clarkes (1978) linguistic ceiling). Others argued that reading difficulties in a SL can be caused by a deficient reading ability in general, or can be caused by a failing transfer of L1 reading ability to an FL (the linguistic interdependence hypothesis, or alternatively called the common underlying principle (Bernhardt Kamil, 1995). Reading in English for Academic purposes (EAP) is still a more complex process (Flowerdew and Peacock, 2001). EAP is concerned with the English required for specific academic purpose such as studying at universities and colleges, doing research or publishing papers. Based on the literature, the present study views EAP reading as the ability to read an EAP discourse as the product of a particular disciplinary culture (e.g., Swales, 2004). Daoud (1991, p. 6), for instance, recommended that non-native readers (of EAP) should acquire â€Å"those abilities which would allow them to recognize the existence of certain types of implicit presuppositional rhetorical information, abilities that the experienced native reader possesses. Studies in Contrastive Rhetoric (CR) have demonstrated that texts are shaped by their cultural origins even if they participate in international discourses such as those of the science disciplines (Burgess, 2002; Connor, 2004; Kaplan, 1966, 1987). Mauranen (1993) asserted that â€Å"science, or more widely, academic research, does not exist outside writing, and so we cannot represent it, or realize it, without being influenced by the variation in the writing cultures that carry it† (p. 4). This suggests that the belief that scientific academic discourses merely transmit natural facts is debatable. Hyland (2005) argued that discourses are never neutral but always engaged in that they realize the interests, the positions, the perspectives and the values of those who enact them (p. 4). The RA, for instance, is a discourse written by a particular writer belonging to a particular scientific discourse community in the purpose of engaging an audience and persuading them of his/her findings (Adel, 2006; Hyland, 2005; Martin, 2004). Webber (1994) explained â€Å"scientists are writers who fight for their ideas to be accepted, recognized, and to be competitive and get their work published† (p. 257). The tendency of scientific writers to choose a particular range of rhetorical devices, might reveal their attempts to establish interpersonal relations, to interact with their audience and to express personal attitudes about the content of their texts and about their audience( s). Metadiscourse is the linguistic system that enables writers to achieve these goals (Adel, 2006; Hyland, 2004; 2005; Martin, 2004). It represents some internal stylistic map whereby an external reality is created and conveyed. Metadiscourse also helps to perceive discourse as a social action between two parties, author(s) and audience, researchers and scientific communities; in other words, writers and readers are viewed as social agents and texts as a social enterprise in which writers do not only want their messages to be understood (an illocutionary effect), but also to be accepted (a perlocutionary effect) (Hyland, 2005). Hyland (2001, p. 550) argues â€Å"a central aspect of the writer-reader dialogue involves careful interpersonal negotiations in which writers seek to balance claims for the significance, originality, and truth of their work against the convictions of their readers†. The readers ability to construct the writer-intended meaning, via metadiscourse, is one ma jor key to a successful comprehension. This idea of interaction was grounded in Hallidays (1985) metafunctional theory of language. Halliday (1985) argued that language is a system of meanings and maintains that the writer needs to operate at three levels: the ideational, the textual and the interpersonal. On the ideational plane, the writer supplies information about the subject of the text and expands propositional content, on the interactive plane, he/she does not add propositional material, but helps readers organize, classify, interpret, evaluate, and react to such material. Many researchers have attempted to investigate the contributions of metadiscourse to language teaching. However, most of the literature on metadiscourse has focused on the writing skill. The immense part of these studies has compared writers use of metadiscourse across cultures and disciplines (Dahl, 2004; Hyland TLe, 2004; Ifantidou, 2005; Lee, 2002; Perez Macia, 2002; Steffensen Cheng, 1996). Only a few studies have examined the role that this crucial part of discourse plays in reading comprehension skill. There is still an opaque picture of the correlation between the recognition of metadiscourse markers and reading comprehension performance. Indeed, a good number of the studies conducted with native readers of English has yielded inconclusive results (e.g., Crismore and Vande Kopple, 1997; OKeefe, 1988). While some researchers demonstrated the positive role of metadiscourse (e.g. Vande Kopple, 2002), other researchers concluded that metadiscourse did not have larger effects in their studies (e.g., Crismore, 1989). Research on the interaction between SL reading and metadiscourse seems to be still in its infancy. The little research carried out has demonstrated the complexity of the entreprise (Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003; Mustapha and Premalatha, 2001). In fact, research has shown that many factors could intervene in the reading process and hamper EAP readers from using metadiscourse, namely language proficiency, prior disciplinary knowledge and metacognitive strategies (e.g., Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003). Language proficiency refers to the ability to understand technical and semi-technical language used by a particular academic discourse community. Metacognition is the awareness readers have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end. Prior knowledge includes knowledge of the rhetorical conventions of the genre and the subject discipline. It has been also interesting to note that no study has investigated SL experts use of metadiscourse when reading materials in their fields. Local Justifications Of The Study Reading RAs is a prerequisite for doing research, updating ones knowledge and ultimately publishing RAs. Publication is not optional or a matter of personal choice in Tunisia. The last reform of postgraduate studies has given prior importance to the number of published RAs (Labbassi, 2000). Therefore, researchers who would like to become visible in the international scientific community, have to read and write RAs in English, the international Lingua Frinca in the age of electronic communication. In fact, in Tunisia there are few specialised local journals. Labassi (2008, p. 4120 aptly put â€Å"reading and writing English have become unavoidable conditions for joining academic communities in almost all disciplines†. The Tunisian geographical society seems to be eager to integrate into the international geographic community. Indeed, the Tunisian Geographers Association, in collaboration with the International Geographical Union (IGU), managed to organise the 31st International Geographical Congress (IGC) in the country in 2008. Tunisia was the first Arab and African country to host the biggest appointment for geographers all over the world. Adding to that, there is a clear political intention to enhance English status in Tunisia. English is gaining ground over French, which has been until recently the principal language of modernity, as well as the dominant economic language. (Champagne, 2007; Labassi, 2009a, b; Tossa, 1995). The Tunisian government is aiming at creating an English-speaking workforce to enhance the prospects for successful integration into the global economy. Under the New Maitrise reform of 1998, English was introduced in the curriculum of all undergraduate students from all disciplines (Labassi, 2009 a). What is ironical, however, is that â€Å"potential researchers and professionals who have to read a literature, which is up to 90% in some disciplines in English, are not offered courses in English† (Labassi, 2009 a, p. 249). However, while the literature abounds with arguments for and against the role that metadiscourse plays in reading comprehension, little research has been conducted to assess the reading practices of the Tunisian geography society.Therefore, the present research aims to fill in this gap and gain more insight into the reading practices of some Tunisian university teachers/researchers of geography; in particular it aims to assess the extent they use metadiscourse to facilitate their comprehension of RAs in English in their field and to find out about the variables that may hinder this use. Research Objectives The main aims of the present research are three-fold: (1) to determine to what extent Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields, (2) to assess whether this use facilitates their comprehension of research articles in English in their fields, (3) to find to what extent this use is related to the participants proficiency in English, to text familiarity (defined in the present study in terms of both content and formal knowledge) and to their use of metacognitive reading strategies. Research Questions The present study addresses the following questions: 1. To what extent do Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields? 2. To what extent does this use relate to their comprehension of research articles in English in their fields? 3. To what extent do their proficiency in English, discipline-related knowledge (content and genre) and metacognitive reading strategies contribute to their use of metadiscourse markers and comprehension of research articles in English in their fields? Significance Of The Study This study explored the use of metadiscourse by some Tunisian geography faculty when reading research articles in English in their disciplines. Theoretically, findings from the study can help clarify the role metadiscourse plays in SL reading comprehension. The research into metadiscourse markers is useful in itself. It helps us have an insight into how writers interact with their readers to establish a reader-friendly atmosphere and to persuade them of their findings. Such information can add to our understanding of factors contributing to language pedagogy, in particular to the teaching of reading comprehension skill. At the practical level, information from this study can be useful for making decisions about organizing training sessions to university teachers/researchers to introduce them to the rhetorical conventions of academic genres, namely the research article and to the rhetorical importance of metadiscourse. They should be made aware of the facilitative role of metadiscourse markers when reading academic materials in English. Metadiscourse markers should be taught explicitly in EAP reading comprehension classes as a means to enhance the researchers reading comprehension ability. Thesis Organisation This thesis consists of six chapters. The first chapter describes the background of the research and the context in which the research was conducted. The second chapter comprises two sections: the first is a review of research into the nature of foreign language reading. The second section provides a descriptive account of what metadiscourse is, then explores the studies conducted on the effects of metadiscourse, reviews a few taxonomies on metadiscourse and ends with a description of the taxonomy to be adopted in the present study. Research questions are presented after the discussions of these reviews. Chapter three concerns the methodological decisions taken for this research. It describes how the participants were selected, how the material and instruments were piloted, and which materials and instruments were finally used. It provides as well an account of how the main study was conducted and how the data were analysed. Chapter four reports the findings of the present study. Cha pter five discusses the key findings from this study and highlights their implications for the area of EAP. The contributions and limitations of this research and suggestions for future research are presented in chapter six. Literature Review The previous chapter introduced the context for this research. This chapter clarifies the two central variables underlying the present study, namely EAP reading comprehension and metadiscourse use. It can be divided into three parts. In the first part, I will focus on the reading variable. Since foreign language reading modeling has been strongly influenced by first language reading theories, I will first discuss four different approaches to reading in a first language, I will then explain how they have been adopted in and adapted for a foreign language reading context. Next, I will elaborate on theoretical concepts particular to reading in English for academic purposes (being the focus of the present study) and I will draw attention to studies that investigated the interaction between reading in English for Academic purposes and language proficiency, background knowledge and reading strategies. This part aims at underscoring the complexity of the EAP reading process and the need to account for the many factors intervening in it. In the second part, I will introduce the second variable of the present study, metadiscouse. I will first try to define the concept and then provide an overview of its main assumptions and classifications to highlight the confusion surrounding the term and emphasize its benefits to EAP readers, and last I will detail Hylands (2005) taxonomy, the theoretical framework within which the present study is conducted. In the last part I will review some empirical studies that have investigated the interaction between metadiscourse and EAP reading. This part will also draw attention to the scarcity of research in this area. Reading Comprehension Understanding the processes involved in reading comprehension is a prerequisite to select reliable and valid research instruments. Alderson (2000) stated â€Å"if we are not able to define what we mean by the ‘ability to read, it will be difficult to devise means of assessing such abilities† (p. 49). Likewise, Hogan (2004, p. 1) maintained The real question we are asking when we look at assessing reading is: What distinguishes a good reader from a poor reader? Implicit in this question is an even more fundamental question: What are we doing when we read?† Assessment is an attempt to answer the first question, but if we cannot at least try to answer the second, we do not know what we are assessing, and any measure or description of reading proficiency we suggest is meaningless. Thus, in what follows I will first attempt to define the construct of reading comprehension, and then present a number of models that provide a framework for organizing and explaining the nature of reading comprehension. I will give due prominence, however, to the issues specific to reading in EAP dwelling upon the complex cognitive processes that EAP readers go through when they read. I will try to show how certain variables such as linguistic proficiency, background knowledge and reading strategies interact with reading comprehension process. Definition Of The Construct Of Reading Comprehension Reading comprehension has often been a subject of controversy among teachers and scholars. Kintsch (1998, p. 2) stated â€Å"the terms understanding and comprehension are not scientific terms but are commonsense expressions. As with other such expressions, their meaning is fuzzy and imprecise†. In defining the construct of reading comprehension, I adopted Kintschs (1998) theory of human text comprehension, as it is a â€Å"widely-recognized† theory of text comprehension and as it has â€Å"consistently defined the research agenda for the field of text comprehension† (Grabe, 2008, p. 3). The concepts of ‘Comprehension and ‘Understanding are used interchangeably in the present study as â€Å"a matter of linguistic variation† following Kintsch. ‘Comprehension is to be understood in relation to ‘perception and ‘problem solving. Both ‘perception and ‘understanding involve unconscious and automatic processes. They â€Å"can each be described as a process of constraint satisfaction† (p. 3). They differ, however, in that ‘understanding should result in an action, be it â€Å"an overt action in the environment or a mental event† (p. 3). Kintsch (1998, p. 2) stated â€Å"understand is used when the relationship between some object and its context is at issue or when action is required†. As for the ‘problem solving process, it is more complex and involves more demand on cognitive resources. It is an action readers resort to when they fail to understand something. Kintsch (1998) maintained â€Å" perception and understanding are the processes people normally use; when an impasse develops in perception or understanding, they resort to problem solving as a repair process† (p. 3). Reading is the process in which the reader sequentially deals with letters, words and sentences. It was defined by Sheng (2000, p. 2) as â€Å"the process of recognition, interpretation, and perception of written or printed material†. Comprehension, on the other hand, involves the ability of the reader to grasp and interpret the meaning of written material, and to reason about cognitive processes that lead to understanding. In other words, it not only covers cognitive understanding of the materials at both surface and deep structure levels, but also the readers reactions to the content. Sheng (2000, p. 2) maintained â€Å"it is a more complex psychological process and includes in addition to linguistic factors (phonological, morphological, syntactic, and semantic elements), cognitive and emotional factors†. In sum, the process of reading deals with language forms while the process of comprehension, the end product, deals with language content. The term ‘reading comprehension can, in some respects, be considered a complex construct, as highlighted by numerous reading researchers (Carrell, 1988; Grabe, 1991; Kintsch, 1998; de Beaugrande, 1981). According to Brumfit (1980), reading comprehension is a complex activity covering â€Å"a combination of perceptual, linguistic and cognitive abilities† (p. 3). It is a constructive thinking process which â€Å"involves application, analysis, evaluation and imagination† (Taylor, 1984, p.391). Grabe (2008) attributed the complexity of the reading comprehension process to the multiple purposes of reading and the complex cognitive processes involved. In the present study, reading is viewed as a process of communication between a writer and a reader and this communication will be incomplete unless it is affected by the readers evaluation and appreciation. In fact, both the reader and the writer contribute to the reading process. Despite the uniqueness of second language reading processes (Geva and Wang, 2001; Koda, 2007), second language reading has drawn extensively on first language reading research. Different models have been adopted and adapted based on a variety of L1 reading theories. Below is a review of these theories. Reading Theories In A First Language A reading model provides an imagined representation of the reading process. It provides ways to represent a theory and explain what reading involves and how reading works based on available evidence. Goldman, et al., (2007) explained â€Å"the term model refers specifically to a representation of the psychological processes that comprise a component or set of components involved in human text comprehension† (p. 27). According to Samuels (1994), a good theoretical model has three characteristics: it summarizes a considerable amount of information discovered in the past; it helps explain and make more understandable what is happening in the present, and it allows one to make predictions about the future (p. 816). Researchers, however, are somehow cautious about the comprehensibility of the model because of its inability to account for all the available evidence that exists. Dhieb-Henia (2002) warned that the models are not always backed up by sufficient empirical evidence to val idate (them) (p. 18). In the same fashion, Grabe (2008) argued â€Å"to assert that a model must be an accurate synthesis, () is problematic†. Thus, these researchers recommend that we consider these models as a possible representation of the reading process, rather than absolute models. They nonetheless stress the key role that these models play in â€Å"synthesizing information and establishing central claims† (Grabe, 2008, p. 84). Reviewing the literature, four major approaches have been proposed in an attempt to understand the reading process. The major distinction between the approaches is the emphasis given to text-based variables such as vocabulary, syntax, and grammatical structure and reader-based variables such as the readers background knowledge, cognitive development, strategy use, interest, and purpose (Lally, 1998). The following sections review these approaches and discuss them with reference to the specific context of the present study. The Bottom-Up Approach The concept of decoding is central to what is usually called the bottom-up approach to reading. The term bottom-up originated in perception psychology, where it is used to signify the processing of external stimuli (Mulder, 1996). In reading research, the term is not always used in a consistent manner and has drifted away from the original meaning it had in perception psychology. Nevertheless, the term always focuses on what are called lower order processes, i.e. decoding ability and word recognition ability (Mulder, 1996). These abilities are believed to form the key to proficient reading. In other words, the reader perceives every letter, organizes the perceived letters into words, and then organizes the words into phrases, clauses and sentences. Meaning, at any level, (e.g. word or phrase), is accessed only once processing at previous (e.g. lower) levels has been completed (Carrell, 1988). The argument is that bottom-up processing requires a literal or fundamental understanding of the language. Carrell (1993, p. 2) maintained Reading (is) viewed primarily as a decoding process of reconstructing the authors intended meaning via recognizing the printed letters and words, and building up a meaning for a text from the smallest textual units at the bottom (letters and words) to larger and larger units at the top (phrases, clauses, intersentential linkages. Advocates of this theory argue that successful reading comprehension of a text relies heavily on an efficient application of bottom-up processes. The best known representative of this type of approach is Goughs (1972) model. The model is summarised by Urquhart and Weir as follows: T]he reader begins with letters, which are recognized by a SCANNER. The information thus gained is passed to a DECODER, which converts the string of letters into a string of systematic phonemes. This string is then passed to a LIBRARIAN, where with the help of the LEXICON, it is recognized as a word. The reader then fixates on the next word, and proceeds in the same way until all the words in a sentence have been processed, at which point they proceed to a component called MERLIN, in which syntactic and semantic rules operate to assign a meaning to the sentence. The final stage is that of the Vocal System, where the reader utters orally what has first been accessed through print. (Urquhart Weir, 1998: 40) The decoding approach, however, has been viewed by many as inadequate. According to Eskey (1973), the approach underestimates the contribution of the reader. The reader, according to this approach, does not read the text through a self-determined, predefined perspective or goal, but rather lets the text itself (and therefore its author) determine the reading process (Urquhart Weir, 1998). The approach fails to recognize that readers utilize their expectations about the text based on their knowledge of language and how it works. Similarly, Carrell (1984) stated that this view assumes a rather passive view of reading. Grabe (2008) stated â€Å"we know that such an extreme view of reading is not accurate, and no current model of reading depicts reading as a pure bottom-up process† (p. 89). Criticism of the bottom-up theory has given impetus to the Top- down theory. The Top-Down Approach Whereas the bottom-up approach gives incoming information a central place in the reading process, the top-down approach focuses on the knowledge a reader already possesses. It stresses what are called higher order cognitive processes. The top-down theory posits a non-linear view of the reading process, i.e. from higher levels of processing, and proceeds to use the lower levels selectively. It assumes that readers interrogate the text rather than process it completely. They get meaning by comparing their expectations to a sample of information from the text. The proponents of this theory argue that readers experience and background knowledge is essential for understanding a text. Grabe (2008) explained â€Å"top-down models assume that the reader actively controls the comprehension process, directed by reader goals, expectations, and strategic processing† (p. 89). Carrell (1993, p. 4) stated In the top-down view of second language reading, not only is the reader an active participant in the reading process, but everything in the readers prior experience or background knowledge plays a significant role in the process. In this view, not only is the readers prior linguistic knowledge (â€Å"linguistic† schemata) and level of proficiency in the second language important, but the readers prior background knowledge of the content area of the text (â€Å"content† schemata) as well as of the rhetorical structure of the text (â€Å"formal† schemata) are also important. According to this view, the readers background knowledge may compensate for certain syntactic and lexical deficiencies. Readers start with their background knowledge (whole text) and make predictions about the text, and then verify their predictions by using text data (words) in the text (Urquhart Cyril, 1998). Clarke and Silberstein (1977, p.136-137) stated that â€Å"more information is contributed by the reader than by the print on the page, that is, readers understand what they read because they are able to take the stimulus beyond its graphic representation†. The most frequently cited representative of this approach is Goodmans (1976) top-down model. He defined reading as a process of verifying hypotheses — hypotheses that are based on knowledge which the reader possesses. His model, also called the guessing game theory, is summarised by Bossers as follows: According to Goodman, the reading process consisted of sampling and selecting cues, on the basis of which an interpretation is predicted or guessed, which is subsequently tested against the semantic context, and then confirmed or rejected as the reader processes further language, and so on. These stages of the process were called features of the reading process or effective strategies or effective reading behaviour alternatively. (Bossers,1992:10). A very influential theory that is usually discussed in relation to the top-down perspective is that of schema theory. The prior knowledge gained through experiences, stored in ones mind and activated when readers encounter new information is referred to in the literature as schemata (Carrell, 1980; Widdowson, 1983). Schema Theory Schema theory, which comes from cognitive psychology, owes much to the work of Bartlett (Rumelhart, 1981) and Piaget (Orasanu and Penny, 1986). Schemata, the plural form of schema, also called ‘building blocks of cognition (Rumelhart, 1981, p. 3), refer to â€Å"abstract knowledge structure (s) stored in memory† (Garner, 1987, p. 4). They are defined as the mental framework that helps the learner organize knowledge, direct perception and attention, and guide recall (Bruming, 1995), as cognitive constructs which allow for the organization of information in long-term memory (Widdowson,1983) and as the underlying connections that allow new experience and information to be aligned with previous knowledge ( McCarthy ,1991). Within the framework of schema theory, reading comprehension is no longer a linear, text-driven process, but is the process of the interpretation of new information, and the assimilation and accommodation of this information into memory structures or schemata (Anderson Pearson, 1984). Schemata are not static entities, however, but are continually constructed and reconstructed through the processes of assimilation and accommodation. In other words, a comprehension of a text involves activation of relevant schemata, which are initiated as a result of ‘bottom-up observation, and proceeds through a constant process of testing the activated schemata, evaluating their suitability, and refining or discarding them (Rumelhart, (1984, pp. 3, 6). Rumelhart (1981, p. 4) stated â€Å"according to schema theories, all knowledge is packed into units †¦ (which) are the schemata. Embedded in these packets of knowledge, in addition to the knowledge itself, is information about how this Investigation of Tunisian Geography Teachers Investigation of Tunisian Geography Teachers Introduction The purpose of this study was to investigate some Tunisian geography teachers/researchers reading of research articles (RA) in English in their field, in particular their use of metadiscourse and the factors that might affect this use. A combination of quantitative and qualitative methods addressed the purposes of this study. Two major reasons have motivated the choice of this topic: theoretical and contextual. Theoretical Justifications Of The Study A good number of studies have highlighted the facilitative role that metadiscourse plays in reading comprehension (e.g. Camiciottoli, 2003). Metadiscourse is defined, in the present study, as â€Å"self-reflective linguistic material referring to the evolving text and to the writer and to the imagined reader of that text (Hyland and Tse, 2004, p. 156). In defining reading comprehension, I adopted the componential interactive approach (e.g. Grabe, 2008). According to this approach, readers are active participants who actively take knowledge, connect it to previously assimilated knowledge and make it theirs by constructing their own interpretation. They develop, modify and even reflect on all or some of the ideas displayed in the text. Research has shown that second language (SL) and foreign language (FL) reading comprehension process is highly complex (Grabe, 2008; Koda, 2007; Sheng, 2000). Indeed, a wide range of variables intervene in the process: linguistic, metalinguistic, cognitive, metacognitive, social and psychological (Koda, 2005; Pressley, 2006; Rapp et al., 2007). Researchers reported the difficulty to clearly understand the exact degree of the contribution of each variable to the final product. All aspects of the reader variables interact with one another and interact with textual and contextual factors (e.g. Dhieb-Henia, 2003). Different models have been proposed in the literature in order to take account of these factors (the Top-down approach, the Bottom-up approach, the Interactive approach) (Grabe, 2008). Also, there has been a debate among SL reading researchers about whether SL reading is a language problem or a reading problem (Alderson, 1984, Bernhardt and Kamil, 1995; Grabe, 1991; Khaldieh, 2001). Some researchers contended that some SL linguistic knowledge threshold was necessary in order to get first language (L1) reading knowledge to engage and first language reading strategies to transfer (Cummins (1979) threshold level of language proficiency and Clarkes (1978) linguistic ceiling). Others argued that reading difficulties in a SL can be caused by a deficient reading ability in general, or can be caused by a failing transfer of L1 reading ability to an FL (the linguistic interdependence hypothesis, or alternatively called the common underlying principle (Bernhardt Kamil, 1995). Reading in English for Academic purposes (EAP) is still a more complex process (Flowerdew and Peacock, 2001). EAP is concerned with the English required for specific academic purpose such as studying at universities and colleges, doing research or publishing papers. Based on the literature, the present study views EAP reading as the ability to read an EAP discourse as the product of a particular disciplinary culture (e.g., Swales, 2004). Daoud (1991, p. 6), for instance, recommended that non-native readers (of EAP) should acquire â€Å"those abilities which would allow them to recognize the existence of certain types of implicit presuppositional rhetorical information, abilities that the experienced native reader possesses. Studies in Contrastive Rhetoric (CR) have demonstrated that texts are shaped by their cultural origins even if they participate in international discourses such as those of the science disciplines (Burgess, 2002; Connor, 2004; Kaplan, 1966, 1987). Mauranen (1993) asserted that â€Å"science, or more widely, academic research, does not exist outside writing, and so we cannot represent it, or realize it, without being influenced by the variation in the writing cultures that carry it† (p. 4). This suggests that the belief that scientific academic discourses merely transmit natural facts is debatable. Hyland (2005) argued that discourses are never neutral but always engaged in that they realize the interests, the positions, the perspectives and the values of those who enact them (p. 4). The RA, for instance, is a discourse written by a particular writer belonging to a particular scientific discourse community in the purpose of engaging an audience and persuading them of his/her findings (Adel, 2006; Hyland, 2005; Martin, 2004). Webber (1994) explained â€Å"scientists are writers who fight for their ideas to be accepted, recognized, and to be competitive and get their work published† (p. 257). The tendency of scientific writers to choose a particular range of rhetorical devices, might reveal their attempts to establish interpersonal relations, to interact with their audience and to express personal attitudes about the content of their texts and about their audience( s). Metadiscourse is the linguistic system that enables writers to achieve these goals (Adel, 2006; Hyland, 2004; 2005; Martin, 2004). It represents some internal stylistic map whereby an external reality is created and conveyed. Metadiscourse also helps to perceive discourse as a social action between two parties, author(s) and audience, researchers and scientific communities; in other words, writers and readers are viewed as social agents and texts as a social enterprise in which writers do not only want their messages to be understood (an illocutionary effect), but also to be accepted (a perlocutionary effect) (Hyland, 2005). Hyland (2001, p. 550) argues â€Å"a central aspect of the writer-reader dialogue involves careful interpersonal negotiations in which writers seek to balance claims for the significance, originality, and truth of their work against the convictions of their readers†. The readers ability to construct the writer-intended meaning, via metadiscourse, is one ma jor key to a successful comprehension. This idea of interaction was grounded in Hallidays (1985) metafunctional theory of language. Halliday (1985) argued that language is a system of meanings and maintains that the writer needs to operate at three levels: the ideational, the textual and the interpersonal. On the ideational plane, the writer supplies information about the subject of the text and expands propositional content, on the interactive plane, he/she does not add propositional material, but helps readers organize, classify, interpret, evaluate, and react to such material. Many researchers have attempted to investigate the contributions of metadiscourse to language teaching. However, most of the literature on metadiscourse has focused on the writing skill. The immense part of these studies has compared writers use of metadiscourse across cultures and disciplines (Dahl, 2004; Hyland TLe, 2004; Ifantidou, 2005; Lee, 2002; Perez Macia, 2002; Steffensen Cheng, 1996). Only a few studies have examined the role that this crucial part of discourse plays in reading comprehension skill. There is still an opaque picture of the correlation between the recognition of metadiscourse markers and reading comprehension performance. Indeed, a good number of the studies conducted with native readers of English has yielded inconclusive results (e.g., Crismore and Vande Kopple, 1997; OKeefe, 1988). While some researchers demonstrated the positive role of metadiscourse (e.g. Vande Kopple, 2002), other researchers concluded that metadiscourse did not have larger effects in their studies (e.g., Crismore, 1989). Research on the interaction between SL reading and metadiscourse seems to be still in its infancy. The little research carried out has demonstrated the complexity of the entreprise (Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003; Mustapha and Premalatha, 2001). In fact, research has shown that many factors could intervene in the reading process and hamper EAP readers from using metadiscourse, namely language proficiency, prior disciplinary knowledge and metacognitive strategies (e.g., Camiciottoli, 2003; Daoud, 1991; Dhieb-Henia, 2003). Language proficiency refers to the ability to understand technical and semi-technical language used by a particular academic discourse community. Metacognition is the awareness readers have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end. Prior knowledge includes knowledge of the rhetorical conventions of the genre and the subject discipline. It has been also interesting to note that no study has investigated SL experts use of metadiscourse when reading materials in their fields. Local Justifications Of The Study Reading RAs is a prerequisite for doing research, updating ones knowledge and ultimately publishing RAs. Publication is not optional or a matter of personal choice in Tunisia. The last reform of postgraduate studies has given prior importance to the number of published RAs (Labbassi, 2000). Therefore, researchers who would like to become visible in the international scientific community, have to read and write RAs in English, the international Lingua Frinca in the age of electronic communication. In fact, in Tunisia there are few specialised local journals. Labassi (2008, p. 4120 aptly put â€Å"reading and writing English have become unavoidable conditions for joining academic communities in almost all disciplines†. The Tunisian geographical society seems to be eager to integrate into the international geographic community. Indeed, the Tunisian Geographers Association, in collaboration with the International Geographical Union (IGU), managed to organise the 31st International Geographical Congress (IGC) in the country in 2008. Tunisia was the first Arab and African country to host the biggest appointment for geographers all over the world. Adding to that, there is a clear political intention to enhance English status in Tunisia. English is gaining ground over French, which has been until recently the principal language of modernity, as well as the dominant economic language. (Champagne, 2007; Labassi, 2009a, b; Tossa, 1995). The Tunisian government is aiming at creating an English-speaking workforce to enhance the prospects for successful integration into the global economy. Under the New Maitrise reform of 1998, English was introduced in the curriculum of all undergraduate students from all disciplines (Labassi, 2009 a). What is ironical, however, is that â€Å"potential researchers and professionals who have to read a literature, which is up to 90% in some disciplines in English, are not offered courses in English† (Labassi, 2009 a, p. 249). However, while the literature abounds with arguments for and against the role that metadiscourse plays in reading comprehension, little research has been conducted to assess the reading practices of the Tunisian geography society.Therefore, the present research aims to fill in this gap and gain more insight into the reading practices of some Tunisian university teachers/researchers of geography; in particular it aims to assess the extent they use metadiscourse to facilitate their comprehension of RAs in English in their field and to find out about the variables that may hinder this use. Research Objectives The main aims of the present research are three-fold: (1) to determine to what extent Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields, (2) to assess whether this use facilitates their comprehension of research articles in English in their fields, (3) to find to what extent this use is related to the participants proficiency in English, to text familiarity (defined in the present study in terms of both content and formal knowledge) and to their use of metacognitive reading strategies. Research Questions The present study addresses the following questions: 1. To what extent do Tunisian geography faculty researchers use metadiscourse markers when reading research articles in English in their fields? 2. To what extent does this use relate to their comprehension of research articles in English in their fields? 3. To what extent do their proficiency in English, discipline-related knowledge (content and genre) and metacognitive reading strategies contribute to their use of metadiscourse markers and comprehension of research articles in English in their fields? Significance Of The Study This study explored the use of metadiscourse by some Tunisian geography faculty when reading research articles in English in their disciplines. Theoretically, findings from the study can help clarify the role metadiscourse plays in SL reading comprehension. The research into metadiscourse markers is useful in itself. It helps us have an insight into how writers interact with their readers to establish a reader-friendly atmosphere and to persuade them of their findings. Such information can add to our understanding of factors contributing to language pedagogy, in particular to the teaching of reading comprehension skill. At the practical level, information from this study can be useful for making decisions about organizing training sessions to university teachers/researchers to introduce them to the rhetorical conventions of academic genres, namely the research article and to the rhetorical importance of metadiscourse. They should be made aware of the facilitative role of metadiscourse markers when reading academic materials in English. Metadiscourse markers should be taught explicitly in EAP reading comprehension classes as a means to enhance the researchers reading comprehension ability. Thesis Organisation This thesis consists of six chapters. The first chapter describes the background of the research and the context in which the research was conducted. The second chapter comprises two sections: the first is a review of research into the nature of foreign language reading. The second section provides a descriptive account of what metadiscourse is, then explores the studies conducted on the effects of metadiscourse, reviews a few taxonomies on metadiscourse and ends with a description of the taxonomy to be adopted in the present study. Research questions are presented after the discussions of these reviews. Chapter three concerns the methodological decisions taken for this research. It describes how the participants were selected, how the material and instruments were piloted, and which materials and instruments were finally used. It provides as well an account of how the main study was conducted and how the data were analysed. Chapter four reports the findings of the present study. Cha pter five discusses the key findings from this study and highlights their implications for the area of EAP. The contributions and limitations of this research and suggestions for future research are presented in chapter six. Literature Review The previous chapter introduced the context for this research. This chapter clarifies the two central variables underlying the present study, namely EAP reading comprehension and metadiscourse use. It can be divided into three parts. In the first part, I will focus on the reading variable. Since foreign language reading modeling has been strongly influenced by first language reading theories, I will first discuss four different approaches to reading in a first language, I will then explain how they have been adopted in and adapted for a foreign language reading context. Next, I will elaborate on theoretical concepts particular to reading in English for academic purposes (being the focus of the present study) and I will draw attention to studies that investigated the interaction between reading in English for Academic purposes and language proficiency, background knowledge and reading strategies. This part aims at underscoring the complexity of the EAP reading process and the need to account for the many factors intervening in it. In the second part, I will introduce the second variable of the present study, metadiscouse. I will first try to define the concept and then provide an overview of its main assumptions and classifications to highlight the confusion surrounding the term and emphasize its benefits to EAP readers, and last I will detail Hylands (2005) taxonomy, the theoretical framework within which the present study is conducted. In the last part I will review some empirical studies that have investigated the interaction between metadiscourse and EAP reading. This part will also draw attention to the scarcity of research in this area. Reading Comprehension Understanding the processes involved in reading comprehension is a prerequisite to select reliable and valid research instruments. Alderson (2000) stated â€Å"if we are not able to define what we mean by the ‘ability to read, it will be difficult to devise means of assessing such abilities† (p. 49). Likewise, Hogan (2004, p. 1) maintained The real question we are asking when we look at assessing reading is: What distinguishes a good reader from a poor reader? Implicit in this question is an even more fundamental question: What are we doing when we read?† Assessment is an attempt to answer the first question, but if we cannot at least try to answer the second, we do not know what we are assessing, and any measure or description of reading proficiency we suggest is meaningless. Thus, in what follows I will first attempt to define the construct of reading comprehension, and then present a number of models that provide a framework for organizing and explaining the nature of reading comprehension. I will give due prominence, however, to the issues specific to reading in EAP dwelling upon the complex cognitive processes that EAP readers go through when they read. I will try to show how certain variables such as linguistic proficiency, background knowledge and reading strategies interact with reading comprehension process. Definition Of The Construct Of Reading Comprehension Reading comprehension has often been a subject of controversy among teachers and scholars. Kintsch (1998, p. 2) stated â€Å"the terms understanding and comprehension are not scientific terms but are commonsense expressions. As with other such expressions, their meaning is fuzzy and imprecise†. In defining the construct of reading comprehension, I adopted Kintschs (1998) theory of human text comprehension, as it is a â€Å"widely-recognized† theory of text comprehension and as it has â€Å"consistently defined the research agenda for the field of text comprehension† (Grabe, 2008, p. 3). The concepts of ‘Comprehension and ‘Understanding are used interchangeably in the present study as â€Å"a matter of linguistic variation† following Kintsch. ‘Comprehension is to be understood in relation to ‘perception and ‘problem solving. Both ‘perception and ‘understanding involve unconscious and automatic processes. They â€Å"can each be described as a process of constraint satisfaction† (p. 3). They differ, however, in that ‘understanding should result in an action, be it â€Å"an overt action in the environment or a mental event† (p. 3). Kintsch (1998, p. 2) stated â€Å"understand is used when the relationship between some object and its context is at issue or when action is required†. As for the ‘problem solving process, it is more complex and involves more demand on cognitive resources. It is an action readers resort to when they fail to understand something. Kintsch (1998) maintained â€Å" perception and understanding are the processes people normally use; when an impasse develops in perception or understanding, they resort to problem solving as a repair process† (p. 3). Reading is the process in which the reader sequentially deals with letters, words and sentences. It was defined by Sheng (2000, p. 2) as â€Å"the process of recognition, interpretation, and perception of written or printed material†. Comprehension, on the other hand, involves the ability of the reader to grasp and interpret the meaning of written material, and to reason about cognitive processes that lead to understanding. In other words, it not only covers cognitive understanding of the materials at both surface and deep structure levels, but also the readers reactions to the content. Sheng (2000, p. 2) maintained â€Å"it is a more complex psychological process and includes in addition to linguistic factors (phonological, morphological, syntactic, and semantic elements), cognitive and emotional factors†. In sum, the process of reading deals with language forms while the process of comprehension, the end product, deals with language content. The term ‘reading comprehension can, in some respects, be considered a complex construct, as highlighted by numerous reading researchers (Carrell, 1988; Grabe, 1991; Kintsch, 1998; de Beaugrande, 1981). According to Brumfit (1980), reading comprehension is a complex activity covering â€Å"a combination of perceptual, linguistic and cognitive abilities† (p. 3). It is a constructive thinking process which â€Å"involves application, analysis, evaluation and imagination† (Taylor, 1984, p.391). Grabe (2008) attributed the complexity of the reading comprehension process to the multiple purposes of reading and the complex cognitive processes involved. In the present study, reading is viewed as a process of communication between a writer and a reader and this communication will be incomplete unless it is affected by the readers evaluation and appreciation. In fact, both the reader and the writer contribute to the reading process. Despite the uniqueness of second language reading processes (Geva and Wang, 2001; Koda, 2007), second language reading has drawn extensively on first language reading research. Different models have been adopted and adapted based on a variety of L1 reading theories. Below is a review of these theories. Reading Theories In A First Language A reading model provides an imagined representation of the reading process. It provides ways to represent a theory and explain what reading involves and how reading works based on available evidence. Goldman, et al., (2007) explained â€Å"the term model refers specifically to a representation of the psychological processes that comprise a component or set of components involved in human text comprehension† (p. 27). According to Samuels (1994), a good theoretical model has three characteristics: it summarizes a considerable amount of information discovered in the past; it helps explain and make more understandable what is happening in the present, and it allows one to make predictions about the future (p. 816). Researchers, however, are somehow cautious about the comprehensibility of the model because of its inability to account for all the available evidence that exists. Dhieb-Henia (2002) warned that the models are not always backed up by sufficient empirical evidence to val idate (them) (p. 18). In the same fashion, Grabe (2008) argued â€Å"to assert that a model must be an accurate synthesis, () is problematic†. Thus, these researchers recommend that we consider these models as a possible representation of the reading process, rather than absolute models. They nonetheless stress the key role that these models play in â€Å"synthesizing information and establishing central claims† (Grabe, 2008, p. 84). Reviewing the literature, four major approaches have been proposed in an attempt to understand the reading process. The major distinction between the approaches is the emphasis given to text-based variables such as vocabulary, syntax, and grammatical structure and reader-based variables such as the readers background knowledge, cognitive development, strategy use, interest, and purpose (Lally, 1998). The following sections review these approaches and discuss them with reference to the specific context of the present study. The Bottom-Up Approach The concept of decoding is central to what is usually called the bottom-up approach to reading. The term bottom-up originated in perception psychology, where it is used to signify the processing of external stimuli (Mulder, 1996). In reading research, the term is not always used in a consistent manner and has drifted away from the original meaning it had in perception psychology. Nevertheless, the term always focuses on what are called lower order processes, i.e. decoding ability and word recognition ability (Mulder, 1996). These abilities are believed to form the key to proficient reading. In other words, the reader perceives every letter, organizes the perceived letters into words, and then organizes the words into phrases, clauses and sentences. Meaning, at any level, (e.g. word or phrase), is accessed only once processing at previous (e.g. lower) levels has been completed (Carrell, 1988). The argument is that bottom-up processing requires a literal or fundamental understanding of the language. Carrell (1993, p. 2) maintained Reading (is) viewed primarily as a decoding process of reconstructing the authors intended meaning via recognizing the printed letters and words, and building up a meaning for a text from the smallest textual units at the bottom (letters and words) to larger and larger units at the top (phrases, clauses, intersentential linkages. Advocates of this theory argue that successful reading comprehension of a text relies heavily on an efficient application of bottom-up processes. The best known representative of this type of approach is Goughs (1972) model. The model is summarised by Urquhart and Weir as follows: T]he reader begins with letters, which are recognized by a SCANNER. The information thus gained is passed to a DECODER, which converts the string of letters into a string of systematic phonemes. This string is then passed to a LIBRARIAN, where with the help of the LEXICON, it is recognized as a word. The reader then fixates on the next word, and proceeds in the same way until all the words in a sentence have been processed, at which point they proceed to a component called MERLIN, in which syntactic and semantic rules operate to assign a meaning to the sentence. The final stage is that of the Vocal System, where the reader utters orally what has first been accessed through print. (Urquhart Weir, 1998: 40) The decoding approach, however, has been viewed by many as inadequate. According to Eskey (1973), the approach underestimates the contribution of the reader. The reader, according to this approach, does not read the text through a self-determined, predefined perspective or goal, but rather lets the text itself (and therefore its author) determine the reading process (Urquhart Weir, 1998). The approach fails to recognize that readers utilize their expectations about the text based on their knowledge of language and how it works. Similarly, Carrell (1984) stated that this view assumes a rather passive view of reading. Grabe (2008) stated â€Å"we know that such an extreme view of reading is not accurate, and no current model of reading depicts reading as a pure bottom-up process† (p. 89). Criticism of the bottom-up theory has given impetus to the Top- down theory. The Top-Down Approach Whereas the bottom-up approach gives incoming information a central place in the reading process, the top-down approach focuses on the knowledge a reader already possesses. It stresses what are called higher order cognitive processes. The top-down theory posits a non-linear view of the reading process, i.e. from higher levels of processing, and proceeds to use the lower levels selectively. It assumes that readers interrogate the text rather than process it completely. They get meaning by comparing their expectations to a sample of information from the text. The proponents of this theory argue that readers experience and background knowledge is essential for understanding a text. Grabe (2008) explained â€Å"top-down models assume that the reader actively controls the comprehension process, directed by reader goals, expectations, and strategic processing† (p. 89). Carrell (1993, p. 4) stated In the top-down view of second language reading, not only is the reader an active participant in the reading process, but everything in the readers prior experience or background knowledge plays a significant role in the process. In this view, not only is the readers prior linguistic knowledge (â€Å"linguistic† schemata) and level of proficiency in the second language important, but the readers prior background knowledge of the content area of the text (â€Å"content† schemata) as well as of the rhetorical structure of the text (â€Å"formal† schemata) are also important. According to this view, the readers background knowledge may compensate for certain syntactic and lexical deficiencies. Readers start with their background knowledge (whole text) and make predictions about the text, and then verify their predictions by using text data (words) in the text (Urquhart Cyril, 1998). Clarke and Silberstein (1977, p.136-137) stated that â€Å"more information is contributed by the reader than by the print on the page, that is, readers understand what they read because they are able to take the stimulus beyond its graphic representation†. The most frequently cited representative of this approach is Goodmans (1976) top-down model. He defined reading as a process of verifying hypotheses — hypotheses that are based on knowledge which the reader possesses. His model, also called the guessing game theory, is summarised by Bossers as follows: According to Goodman, the reading process consisted of sampling and selecting cues, on the basis of which an interpretation is predicted or guessed, which is subsequently tested against the semantic context, and then confirmed or rejected as the reader processes further language, and so on. These stages of the process were called features of the reading process or effective strategies or effective reading behaviour alternatively. (Bossers,1992:10). A very influential theory that is usually discussed in relation to the top-down perspective is that of schema theory. The prior knowledge gained through experiences, stored in ones mind and activated when readers encounter new information is referred to in the literature as schemata (Carrell, 1980; Widdowson, 1983). Schema Theory Schema theory, which comes from cognitive psychology, owes much to the work of Bartlett (Rumelhart, 1981) and Piaget (Orasanu and Penny, 1986). Schemata, the plural form of schema, also called ‘building blocks of cognition (Rumelhart, 1981, p. 3), refer to â€Å"abstract knowledge structure (s) stored in memory† (Garner, 1987, p. 4). They are defined as the mental framework that helps the learner organize knowledge, direct perception and attention, and guide recall (Bruming, 1995), as cognitive constructs which allow for the organization of information in long-term memory (Widdowson,1983) and as the underlying connections that allow new experience and information to be aligned with previous knowledge ( McCarthy ,1991). Within the framework of schema theory, reading comprehension is no longer a linear, text-driven process, but is the process of the interpretation of new information, and the assimilation and accommodation of this information into memory structures or schemata (Anderson Pearson, 1984). Schemata are not static entities, however, but are continually constructed and reconstructed through the processes of assimilation and accommodation. In other words, a comprehension of a text involves activation of relevant schemata, which are initiated as a result of ‘bottom-up observation, and proceeds through a constant process of testing the activated schemata, evaluating their suitability, and refining or discarding them (Rumelhart, (1984, pp. 3, 6). Rumelhart (1981, p. 4) stated â€Å"according to schema theories, all knowledge is packed into units †¦ (which) are the schemata. Embedded in these packets of knowledge, in addition to the knowledge itself, is information about how this

agganis arena Essay -- essays research papers

Agganis Arena   Ã‚  Ã‚  Ã‚  Ã‚  The multi-purpose arena that I have chosen to evaluate is Boston University’s Agganis Arena. This arena is considered to be the next generation of Boston sports and entertainment by incorporating the latest multimedia technologies and providing the finest possible sight lines and views of the action. The arena is located within Boston University's new $225 million John Hancock Student Village, a 10-acre hub of activity designed to be the thriving center of student life and athletics, Agganis Arena is a state-of-the-art, multipurpose sports and entertainment center scheduled to open in January 2005. A 290,000-square-foot premier venue with 6,300 seats for hockey and ice shows, the Arena is expandable to over 7,200 seats for concerts, sporting events, and family shows. Including hockey action, Agganis Arena will host Boston University events, concerts, family shows, sporting events, trade shows and conferences throughout the year. It look forward to welcoming everyone to a beautiful, clean, comfortable, safe, and exciting environment. There are excellent sight lines, inviting food and beverage selections, and first-class Guest Services will make your experience with Agganis Arena so memorable that you will want to come back again and again. The arena has many features to it to make very state of the art environment. The Box Office for the arena includes a fully integrated online ticketing system and also has seven ticket windows along the Southeast Arena main entrance and lobby. The luxury seating in the Agganis arena includes 29 Loge Suites and Premium Seats with great services and has a 5,600 square-foot Private Club Room with flexible floor plan options that can have room for up to 600 guests. To provide these luxury suites and club rooms there is a 4,250-square-foot full service kitchen and 300-square-foot Club Room kitchen. If fans are hungry during the game there are six concession stands throughout the arena that offer over 44 menu items. The facility includes 15 restrooms spread through the arena for men and women which are all handicapped assessable. Plenty of parking within great walking distance to the arena has been provided to all patrons. There are 1,400 parking spots right next to the arena. The ice hockey rink has the greatest technology to keep it looking nice. The measurements of the sheet of i... ...y standard printer. The Arena meets all Massachusetts State Accessibility and Federal ADA requirements, with at-grade entries, 44 wheelchair positions at the concourse level with 44 adjacent companion seats, 13 wheelchair positions at ice level with 13 adjacent companion seats, flexibility in all private suites to provide a wheelchair, accessible restrooms, assisted listening devices at grade entry, and 4 passenger elevators. The Arena has three public pay phones adjacent to the main lobby ticket box office. All the public pay phones are accessible to Guests in wheelchairs and one is equipped for TTY/TDD use. Service animals that assist Guests with disabilities are welcome into the Arena. Service animals must remain on a leash or in a harness at all times. Please contact the Arena Box Office if you intend to bring a service animal to an event so an aisle seat may be reserved for you. Agganis Arena fully complies and exceeds all requirements as set forth in the Americans with Disabilities Act. If you req uire disabled seating while at an event, you can contact the Agganis Arena Ticket Office directly at 617-358-7000 to order your tickets so that they can best accommodate your needs.

Tim O’Brien “The Things They Carried”, and His Writing Style

In his story â€Å"The Things They Carried† O’Brien depicts casualties of Vietnam war through evolution of characters’ emotional and psychological state. Psychological pressure is caused by war, but O’Brien portrays it symbolically through material and emotional things the soldiers carry. He gives a detailed list of everything soldiers take. The evolution of emotional perception of the world and values is depicted through the character of Lieutenant Jim Cross.His negligence, passion for a girl and narrow-mindedness causes a death of one of the soldiers, and this event forces his to revise his values and ethical code of a soldier. O’Brien uses a simple language, but symbolism and stylistic devices helps him to unfold the message of the story. The short story â€Å"The Things They Carried† was published in 1990. It describes the events of Vietnam War and analyzes deep personal feelings of the main heroes, and things they were faced with during wartime. Soldiers carry different â€Å"things† with them.Under â€Å"things† O’Brien means weapons and ammunition as well as terror, love, personal values and beliefs, but â€Å"almost everyone humped photographs† (p. 4). This story vividly depicts inner state of the characters during wartime and their living essentials such as fear, kindness, love, and uncertainty. These things are so important for them as ammunition during wartime, because they help the main heroes to overcome depression and difficulties they face with. It is important that â€Å"a set of things† has been changed, and at the end of the story the heroes carry a completely different â€Å"things† with them.As Kaplan characterizes war stories: â€Å"Almost all of the literature on the war, both fictional and nonfictional, makes clear that the only certain thing during the Vietnam War was that nothing was certain† (Kaplan, 1993, p. 43). The main character of the book i s Lieutenant Jim Cross, a man who falls in love with a girl who does not return his feelings. Jim suffers greatly and can do nothing but dreaming about close relations with this girl. His negligence of duties costs life one of his soldiers, and after this terrible event, he puts an end to his false dreams, and rethink most of his values and views.It was really difficult to him to change his worldview but he was strong enough to cope with emotional burden, and re-sort his â€Å"things†. The main idea of the text is that wartime has a great impact on feelings and views of people. When one person's actions begin to affect another person, we have moved from personal ethics to social ethics and often have to place some limits on human behavior (Bowen, Weigl, 1997). The story morality states that everyone is responsible for his own actions, and it is useless to blame everything on the people around you.Jim Cross is depicted as the person who is full of life experience, but still ha s not found the truth of life. The story â€Å"The Things They Carried† portrays that for some soldiers their burden is too heavy and they cannot carry it any longer. At the beginning of the story O’Brien describes things they carry: â€Å"what they carry was partly a function of rank, partly a field spatiality† (O’Brien, p. 5). Further, for most of them it is difficult to change their attitude towards life, but the rat-trap of war has an great influence on their outlook.For instance, Jim Cross has burned all pictures of Martha and shifts his attention to duties. â€Å"These burdens – the supplies the men carried to stay physically alive – are placed on the same level in terms of description as the objects carried that provided emotional sustenance to the men of the platoon† (Posek, 1997). The other main characters, Ted Lavender, Kiowa, Lee Strunk, and Henry Dobbins, are also carry their â€Å"things† which differ because they have different life experiences and expectations. Nevertheless, war forces them to carry the same psychological things as scary and hope.They need to adapt to war, but the only way for them is to change their habits and personal values. Some of them like Ted Lavender’s conditioned to this reality using their own way, but fails. Subconscious persuasion and mind-altering drugs have no effects. This causes lack of coincidence between war and personal feelings, since many of the characters struggling to develop their emotions while everyone else struggles to suppress their feelings. O’Brien depicts that when fear starts to dominate, people usually act in their own interests, they degrade as the keepers of customs and morality.It remains disappointing that the social issues that are generally identified as pertaining to deal with questions of individual choice, rather than of communal responsibility. Besides, material things the characters carry emotion burden: â€Å"Grief , terror, love, longing these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight. † (O’Brien p. 6). The remarkable feature of O'Brien’s style is very exact descriptions: â€Å"As a first lieutenant and platoon leader, Jimmy Cross carried a compass, maps, code books, binoculars, and a . 45(c) caliber pistol that weighed 2.9 pounds full loaded. † (O’Brien p. 4). Detailed list of material things the soldiers carried helps O’Brien to force a reader to understand a burden they carried. O’Brien goes far beyond a simplistic description given a weight of each item the soldiers carries. â€Å"The weapon weighed 7. 5 pounds unloaded, 8. 2 pounds with its full 20 round magazine. The riflemen carried anywhere from 12 to 20 magazines†¦ adding on another 8. 4 pounds at minimum, 14 pounds at maximum. † (O’Brien, p. 5). O’Brien is a keen observer of people, historical and w ar events which is manifested in his style of writing.O’Brien depicts that a battlefield is the most terrible place he has ever seen. In this collection of the short stories he portrays the futility of soldiers deaths and sufferings of men who are still alive, but know that death is â€Å"around the corner†. The message of his stories is that war is senseless, war brings only grief and constant tension to be killed. In the story O’Brien rings up questions concerning moral health of people, and in spite of all the negative life lessons soldiers understand what it is to be an individual.Throughout the story there is a definite blame unmoral behaviour of the people, but it is most poignantly and symbolically demonstrated with the rejection of previous life. O’Brien shows that the inner state of soldiers has changed, and the readers cannot find a cynical man as most of them were before the war. On the other hand, war causes people to become insensitive. Obrie n depicts that the psychological state of Jim Cross has changed. He has not a â€Å"a love man† as he was depicted at the beginning of the story.To some extent, the moment of death caused the awakening of many characters in the story. For instance, Jim Cross sees the truth of life only when the soldier dies because of his negligence. O’Brien depicts that fear applied to love leads to individual degradation. Tolerance protects that diversity and demands respect. Jim Cross is a person who fights with his own imperfection changing his personal views after Ted Lavender’s death. When fear starts to dominate, people usually act in their own interests, they degrade as the keepers of customs and morality.It remains disappointing that the social issues that are generally identified as pertaining to deal with questions of individual choice, rather than of communal responsibility. The most impressive and powerful is the last scene of the story, when after the death of Lave nder Jim burns Martha’s letters and photographs promising never have fantasies. The facts mentioned above prove the idea that only in difficult situations people show their real nature and values. Toughness stems not from insensitivity but from a strict persona; code which functions as the characters' sole defense against the overwhelming chaos of war.O’Brien possesses a unique style of writing which appeals to readers mind and emotions. Writing of the author is filled with meaning and symbolism, hidden in plain sight beneath a seamless narrative style that breathes not a word of agenda, of dogma, or of personal belief. In this way, his writing contains knowledge that is hidden to all, but give only hints to be comprehended. Also significant in the writing style of O’Brien is a tendency to take on the character point of view in the narrative. The representation of the material is very affective.The structure of the piece is aimed to compel readers to think the p roblem over. Clear representation underlined the author’s awareness of the issues under discussion. The vocabulary is mostly neutral. Style and choice of words create a sophisticated tone, but, as the most important, unprepared readers understand the message of the chapter without difficulties, because the O’Brien’s language is very vivid and clear. He appeals to such universal virtues as equality and faith, and gives insight look into the root of the problem.The most important that the second chapter provides it readers, especially those who are not familiar with the reality of war. There are no romantic and lengthy descriptions in the short stories, but description of events and emotions ae very concise and brief. O’Brien depicts that our ordered and organized world one feels sometimes the need of a change. He â€Å"draws the reader into the text, calling the reader's attention to the process of invention and challenging him to determine which, if any, of the stories are true† (Calloway, 1995, p. 249).The repetition technique helps to shift logical stress and draws the readers attention to some key elements of the sentence structure, helping to shape authors message: â€Å"That's what stories are for. Stories are for joining the past to the future. Stories are for those late hours in the night when you can't remember how you got from where you were to where you are. Stories are for eternity, when memory is erased, when there is nothing to remember except the story. † (O'Brien p. 40). The collection of his stories can be called a â€Å"true† war story as it describes casualties of life experienced by soldiers.O†Ã¢â‚¬â„¢Brien states â€Å"that war is Hell† potraying â€Å"in-depth and sensitive exploration of soldiers’ hearts and minds† (Literary Encyclopedia. 2005). The author depicts that war is a dangerous and tremendous evil which change emotion and feeling, views and customs of so ldiers. In spite of all the negative life lessons Jim Cross understands what it is to be an individual, and re-sorts his â€Å"things he carried†. It was the only way for all soldiers to survive during war. At the end of the story â€Å"things† form a strict ethical code which functions as the characters' sole defense against the overwhelming chaos of war.They set of things include the ideals of honor, courage and endurance in a world that is sometimes chaotic and always painful. The story teaches that a mature person acts in accordance with his own ethical code developing an approach to life that helps him get through the day. As O’Brien writes: â€Å"By telling stories, you objectify your own experience. You separate it from yourself† (O’Brien, p. 9). His characters are mature persons who act in accordance with their own morals developing an approach to life that helps them get through the day.The evolution of a character from a narrow-minded per son who does not care much about the consequences of his actions to a mature personality is another feature of style of writing: â€Å"I’d come to this war a quiet, thoughtful sort of person, a college grad, Phi Beta Kappa and summa cum laude, all the credentials, but after seven months in the bush I realized that those high, civilized trappings had somehow been crushed under the weight of the simple daily realities. I’d turned mean inside (O’Brien, p. 9).To conclude, O’Brien uses different specific techniques and different stylistics devices to convey a message of the stories and appeals to emotions of readers and imagination. Evolution of characters, simple vocabulary and a deep emotional impact on the reader are the main writing features of O’Brien.Brainstorming IdeasWhy did O’Brien give detailed list of all things the soldiers’ carries?O’Brien depicts a death of Ted Lavender. Why did he select this character?Was it so impo rtant to â€Å"kill† someone?O’Brien uses the theme of love at the beginning of the story. Why?What material and emotional things the soldiers carry? What is their meaning?What is the link between morality of the characters and their actions? Did it affect the other characters? How?The war is not sweet for those people who suffer from it. O’Brien describes, explains and justifies soldiers in terms of a deep and ineradicable difference between â€Å"past† and â€Å"present†. In stories O’Brien uses emotional impact with the implication of uncertainty, hesitation and deliberation. At the end, O’Brien criticizes horrific and piteous nature of war which change people and their world perception.Symbols, metaphors, repetition helps to impress the reader and appeal to his emotions. Emotional burden should not be taken for granted at a causal explanation of death. However, a war giving special significance to the ‘uniqueness' led to a p articular concern about the common sense of reflecting the desire of individual to find relief from emotional pressure. For most of the soldiers a a sense of being in the army to be fully expressed and developed requires that the people enjoy the right to decide upon their destiny.Second, at a personal level, it obviously makes relationships with others possible, creating a world of meaning. War is a true journey for men: it helps to make choices, makes possible relationships with others, and gives strength and resilience. At the beginning of the story many characters were not prepared to rescue the life to save the life of others while at the end they became real soldiers ready to rescuer their life.Note Cards1. â€Å"One thing for sure, he said. The lieutenant's in some deep hurt. I mean that crying jag — the way he was carrying on — it wasn't fake or anything, it was real heavy-duty hurt (O'Brien 17).2. (about cowardice) â€Å"In many respects this was the heavies t burden of all, for it could never be put down.† (O'Brien 13).3. The emotions are the heaviest burden because we cannot throw it down.4. The death of Ted Lavender is a push, which forces soldiers to look for the truth (sense) of life.5. The death of Ted Lavender is a watershed between past and future, old values and new ethics of a soldier.6. â€Å"It was very sad†¦ the things men carried inside. † (O'Brien 10). 7. â€Å"By telling stories, you objectify your own experience. You separate it from yourself† (O’Brien, p.9).8. â€Å"They carried the soldier’s greatest fear, which was the fear of blushing. Men killed, and died, because they were embarrassed not to. It was what had brought them to the war in the first place, nothing positive, no dreams of glory or honor, just to avoid the blush of dishonor. They died so as not to die of embarrassment† (O’Brien, p. 3).9. Fear applied to love leads to individual degradation.10. Soldiers carried the burden of the world (war).11. â€Å"Some escaped the fear, but dealt with the death and damage. Some made very hard decisions, and some just tried to survive† (O’Brien, p.11).Work Cited1. Bowen, K. , Weigl, B. Writing between the Lines: An Anthology on War and Its Social Consequences, University of Massachusetts Press, 1997.2. Calloway, C. â€Å"How to Tell a True War Story: Metafiction in the Things They Carried†, Critique, Vol. 36, 1995, pp. 249-257.3. Kaplan, S. â€Å"The Undying Uncertainty of the Narrator in Tim O'Brien's the Things They Carried†. Critique, Vol. 35, 1993, pp. 43-52.4. O'Brien, T. Literary Encyclopedia. 2005. Available at: http://www. litencyc. com/php/speople. php? rec=true&UID=33705. O’Brien, T. The Things They Carried. Broadway, 1998.6. Posek, J. â€Å"The Paradox of Necessity in Tim O'Brien's â€Å"The Things They Carried† Literature Seminar 180J, November 17, 1997.Available at: http://www. nd. edu/~frsw rite/mcpartlin/1998/Posek. shtml Draft Quotes: â€Å"As a first lieutenant and platoon leader, Jimmy Cross carried a compass, maps, code books, binoculars, and a . 45(c) caliber pistol that weighed 2. 9 pounds full loaded. † (p. 4). â€Å"The weapon weighed 7. 5 pounds unloaded, 8. 2 pounds with its full 20 round magazine. The riflemen carried anywhere from 12 to 20 magazines†¦ addin

Sport Obermeyer Minimum

Wally Obermeyer is facing a challenge in accurately forecasting the market response and demand for the upcoming season. Historically, the company founder, Klaus Obermeyer, relied minimally on forecast data, and more on intuition and artistic tastes. In comparison, his son Wally prefers to make decisions based on analytical techniques and information gathering.If Wally’s approach proves successful, it can change how Sport Obermeyer approaches its manufacturing processes, secure its position long-term as the middle- to high-end producer of skiwear, increase profits, and better meet the company’s objective of delivering matching collections to retailers at the same time and earlier in the season. Sport Obermeyer has many challenges to overcome. Forecasting is problematic since production commitments are required in November, but the bulk of the orders are not placed by retailers until the Las Vegas trade show in the following March.Also, the market trends are seasonal, cha nging frequently, and adding to the difficulty in forecasting. The company cannot postpone production completion dates due to the quota limit on importation of goods from China, where a bulk of its production occurs. Adding further complications to the manufacturing decisions, the company has a new manufacturing facility coming online in Hong Kong, and must determine what products, and how much of those products should be manufactured in each of the facilities. Issues with vendors of raw materials must be addressed.There are long lead times for some vendors, and because of that, excess inventory is maintained in the manufacturing facilities. The company must also maintain a competitive edge with the growing pressure from competitors, specifically Columbia. Sport Obermeyer has relied on a buying committee comprised of key manager to forecast production demands, and make decisions regarding production commitments. Historically, this committee has done fairly well in predicting which s tyles will be popular, and forecasting has been best for the styles on which agreement was greatest between the committee members.In order to take the greatest advantage of this committee, Wally Obermeyer is utilizing the Delphi method. This method will give Wally the opportunity to determine which members of the committee have the greatest accuracy. While it may not pay off in the immediate decisions, over several years, he will be able to determine which members’ opinions should receive the greatest weight when making production decisions. In the meantime, a decision must be made regarding the upcoming season.Wally should proceed with the minimum order necessary, one-half of the total expected demand for the season (10,000 units), to keep up with production demands. Since the minimum production quantity for a style is 600 units from the Hong Kong facility, Wally should initially only consider production of styles predicted to exceed this limit until the bulk of the order co me in following the Las Vegas show. In doing so, the risk of overproducing a style, and being forced to sell it at a deficit will be mitigated. Past data indicates the buying committee’s forecast is accurate within two standard deviations.Using these forecasts, Sport Obermeyer should delay production of the Isis, Teri, and Stephanie styles since they demand is forecasted to be low for them, and proceed with the remainder of the items in consideration (See Table 1 for quantities relating to each style). Forecasting also has difficulties due to the delay in information from retailers regarding which products are most popular. Long-term, and if financially feasible, Sport Obermeyer should consider providing retailers responsible for the majority of purchases of their good with software that will provide Sport Obermeyer with real-time data on sales of its product.By doing so, the company will better be able to predict what items are desired for replenishment orders, and greatly r educe goods sold to South America at prices below manufacturing costs. Furthermore, Sports Obermeyer can approach retailers sooner regarding replenishment orders based upon the data it has collected. If replenishment orders are received sooner, then the cost of shipment is greatly reduced since fewer will require air shipment. Lastly, the company should take an active role in influencing the demand of products it forecasts as being most popular to ensure these items are in high demand.Sport Obermeyer should pressure its sales force to promote these items by providing incentives, such as bonuses, to its personnel. If need be, the company can also provide discounts for large bulk orders to retailers. Lastly, the company should heavily promote these items via advertisements campaigns. Sport Obermeyer needs to be able to keep up with production demand, and in the case the company is overly successful in pushing the styles it predicts to be in highest demand, resulting in Sport Obermeyer needs to be able to meet the production demands generated.The manufacturing facility in China can produce goods much more cheaply than the facility in Hong Kong, but the quality and startup time are inferior to the Hong Kong facility. Obersport, a joint venture of Sport Obermeyer, is responsible for monitoring quality of the raw materials, and coordinating production Sport Obermeyer products in the Far East. Obersport should implement and expand upon its current quality control and quality assurance practices.Sport Obermeyer should pare down the variation in its products to reduce the frequency in changing manufacturing lines resulting in the facility in China being able to complete orders faster. Sport Obermeyer needs to reduce the planning time required for each season. Currently, planning for a season must start two years in advance. This is a hindrance to the company since forecasting data improves as the start of the season being planned for becomes closer. Reducing the number of vendors for raw materials, as well as the variety of styles available will shorten the time for planning.Furthermore, Sport Obermeyer will be ordering more from a few vendors, giving them greater buyer power to negotiate discounts, resulting in increased profits. Reducing the variety in the raw materials used should increase quality in addition to speeding up production. Long-term, after lead time and vendor issues are resolved, Sport Obermeyer should consider spinning off another brand within the company to be marketed separately from its current line. As costs for manufacturing are reduced due to a more streamlined production process, Sport Obermeyer will be better able to compete at the same price point as Columbia.By creating a new brand, the company will not risk reducing the reputation for quality associated with Sport Obermeyer, but will be able to compete directly with Columbia and take part of its market share. This move will increase sales for Sport Obermeyer, as well as limit the growth of Columbia. Furthermore, Sport Obermeyer should consider producing street wear for both the current high-end brand and the lower-end brand that will compete with Columbia. This will expand the markets to which Sport Obermeyer is competing in, and increase visibility of the brands since the clothing will be worn year round.Sport Obermeyer places production orders three times each season. The first order is placed prior to the Las Vegas trade show, the second is placed the week following the trade show, and the third comes at the end of the season when replenishment orders are made. Short-term, until quality and vendor issues are resolved, Sport Obermeyer should place the first order with the Hong Kong manufacturing facility. The labor in the Hong Kong facility is significantly higher than the facility in China, but the quality is better in Hong Kong.Also, the Hong Kong facility is able to produce goods faster. The second order should be placed with the facility i n China to take advantage of the markedly reduced labor costs. The third order should be placed in Hong Kong since these orders need to be produced quickly to reduce the use of expensive air shipment in lieu of using an ocean carrier. Long-term, if Sport Obermeyer elects to pursue a spinoff brand, the lower quality product should be manufactured in China to take advantage of the reduced cost of production.The Hong Kong labor force should have increased labor skills by this point, and production output should be optimized. The Hong Kong facility should continue to produce the high-end Sport Obermeyer lines. Even though the cost of production will be greater in the Hong Kong facility, the revenues generated by this facility should be greater since the high-end clothing can be offered at a higher price point. Sport Obermeyer has many problems to address, but with just a few adjustments, they can be rectified. By paring down the variety of options in the lines, quality will be increased .Forecasting is improved by implementing the Delphi method in the Buying Committee, and adding a weighted accuracy measurement to the Committee members in future seasons. Reducing the number of vendors remedies the excessively long lead times, and provides Obersport with buyer power to negotiate discounts. Providing the primary purchasers of Sport Obermeyer products with free software for tracking sales allows Sport Obermeyer to better predict replenishment orders, and eliminates much of the use of air carriers, as well as eliminates overproduction of goods that are sold below manufacturing cost.By creating a second brand, Sport Obermeyer can compete directly with Columbia, and not tarnish the image of quality associated with its current lines. Lastly, Sport Obermeyer can drive sales toward the items it predicts will be popular by offering incentives to sales personnel, large customers, and launching advertisement campaigns to also eliminate overproduction and lost revenues. Table 1 : Recommendation of order quantity for each style of Parka considered by the Buying Committee.Since orders had to be placed in Hong Kong where a 600 unit amount is needed, the styles of Isis, Teri, and Stephanie were ignored in the order placement for the first phase of production due to uncertainty of need. Style| Average Forecast| 2SD| k=1| k=0. 9675| Gail| 1017| 388| 629| 642| Isis| 1042| 646| 396*| –| Entice| 1358| 496| 862| 878| Assault| 2525| 680| 1845| 1867| Teri| 1100| 762| 338*| –| Electra| 2150| 807| 1343| 1369| Stephanie| 1113| 1048| 65*| –| Seduced| 4017| 1113| 2904| 2940| Anita| 3296| 2094| 1202| 1270| Daphne| 2383| 1394| 989| 1034| Total| | | 9774*| 10001| | I