THE EFFECTS OF ALTITUDE ON HUMAN PHYSIOLOGY Essay Example For Students

THE EFFECTS OF ALTITUDE ON HUMAN PHYSIOLOGY Essay Changes in altitude have a profound effect on the human body. The bodyattempts to maintain a state of homeostasis or balance to ensure the optimaloperating environment for its complex chemical systems. Any change from thishomeostasis is a change away from the optimal operating environment. The bodyattempts to correct this imbalance. One such imbalance is the effect ofincreasing altitude on the bodys ability to provide adequate oxygen to beutilized in cellular respiration. With an increase in elevation, a typicaloccurrence when climbing mountains, the body is forced to respond in variousways to the changes in externalenvironment. Foremost of these changes is the diminished ability to obtainoxygen from the atmosphere. If the adaptive responses to this stressor areinadequate the performance of body systems may decline dramatically. Ifprolonged the results can be serious or even fatal. In looking at the effectof altitude on body functioning we first must understand what occurs in theexte rnal environment at higher elevations and then observe the importantchanges that occur in the internal environment of the body in response. We will write a custom essay on THE EFFECTS OF ALTITUDE ON HUMAN PHYSIOLOGY specifically for you for only $16.38 $13.9/page Order now HIGH ALTITUDEIn discussing altitude change and its effect on the body mountaineersgenerally define altitude according to the scale of high (8,000 12,000feet), very high (12,000 18,000 feet), and extremely high (18,000+ feet),(Hubble, 1995). A common misperception of the change in external environmentwith increased altitude is that there is decreased oxygen. This is notcorrect as the concentration of oxygen at sea level is about 21% and staysrelatively unchanged until over 50,000 feet (Johnson, 1988). What is really happening is that the atmospheric pressure is decreasing andsubsequently the amount of oxygen available in a single breath of air issignificantly less. At sea level the barometric pressure averages 760 mmHgwhile at 12,000 feet it is only 483 mmHg. This decrease in total atmosphericpressure means that there are 40% fewer oxygen molecules per breath at thisaltitude compared to sea level (Princeton, 1995). HUMAN RESPIRATORY SYSTEMThe human respiratory system is responsible for bringing oxygen into thebody and transferring it to the cells where it can be utilized for cellularactivities. It also removes carbon dioxide from the body. The respiratorysystem draws air initially either through the mouth or nasal passages. Bothof these passages join behind the hard palate to form the pharynx. At thebase of the pharynx are two openings. One, the esophagus, leads to thedigestive system while the other, the glottis, leads to the lungs. Theepiglottis covers the glottis when swallowing so that food does not enter thelungs. When the epiglottis is not covering the opening to the lungs air maypass freely into and out of the trachea. The trachea sometimes called the windpipe branches into two bronchi whichin turn lead to a lung. Once in the lung the bronchi branch many times intosmaller bronchioles which eventually terminate in small sacs called alveoli. It is in the alveoli that the actual transfer of oxygen to the blood takesplace. The alveoli are shaped like inflated sacs and exchange gas through amembrane. The passage of oxygen into the blood and carbon dioxide out of theblood is dependent on three major factors: 1) the partial pressure of thegases, 2) the area of the pulmonary surface, and 3) the thickness of themembrane (Gerking, 1969). The membranes in the alveoli provide a largesurface area for the free exchange of gases. The typical thickness of thepulmonary membrane is less than the thickness of a red blood cell. Thepulmonary surface and the thickness of the alveolar membranes are notdirectly affected by a change in altitude. The partial pressure of oxygen,however, is directly related to altitude and affects gas transfer in thealveoli. GAS TRANSFERTo understand gas transfer it is important to first understand somethingabout thebehavior of gases. Each gas in our atmosphere exerts its own pressure andacts independently of the others. Hence the term partial pressure refers tothe contribution of each gas to the entire pressure of the atmosphere. Theaverage pressure of the atmosphere at sea level is approximately 760 mmHg. This means that the pressure is great enough to support a column of mercury(Hg) 760 mm high. To figure the partial pressure of oxygen you start with thepercentage of oxygen present in the atmosphere which is about 20%. Thusoxygen will constitute 20% of the total atmospheric pressure at any givenlevel. At sea level the total atmospheric pressure is 760 mmHg so the partialpressure of O2 would be approximately 152 mmHg. 760 mmHg x 0.20 = 152 mmHgA similar computation can be made for CO2 if we know that the concentrationis approximately 4%. The partial pressure of CO2 would then be about 0.304mmHg at sea level. Gas transfer at the alveoli follows the rule of simple diffusion. Diffusionis movement of molecules along a concentration gradient from an area of highconcentration to an area of lower concentration. Diffusion is the result ofcollisions between molecules. In areas of higher concentration there are morecollisions. The net effect of this greater number of collisions is a movementtoward an area of lower concentration. In Table 1 it is apparent that theconcentration gradient favors the diffusion of oxygen into and carbon dioxideout of the blood (Gerking, 1969). Table 2 shows the decrease in partialpressure of oxygen at increasing altitudes (Guyton, 1979). Table 1 ATMOSPHERIC AIRALVEOLUSVENOUS BLOODOXYGEN152 mmHg (20%)104 mmHg (13.6%) 40 mmHgCARBON DIOXIDE 0.304 mmHg (0.04%)40 mmHg (5.3%) 45 mmHgTable 2ALTITUDE (ft.) BAROMETRIC PRESSURE (mmHg)Po2 IN AIR (mmHg)Po2 IN ALVEOLI(mmHg) ARTERIAL OXYGEN SATURATION (%)0 760159*104 9710,000523 110 67 9020,000349 73 40 7030,000226 47 21 2040,000141 29 8550,00087 18 11*this value differs from table 1 because the author used the value for theconcentration of O2 as 21%. The author of table 1 choose to use the value as 20%. CELLULAR RESPIRATIONIn a normal, non-stressed state, the respiratory system transports oxygenfrom the lungs to the cells of the body where it is used in the process ofcellular respiration. Under normal conditions this transport of oxygen issufficient for the needs of cellular respiration. Cellular respirationconverts the energy in chemical bonds into energy that can be used to powerbody processes. Glucose is the molecule most often used to fuel this processalthough the body is capable of using other organic molecules for energy. The transfer of oxygen to the body tissues is often called internalrespiration (Grollman, 1978). The process of cellular respiration is acomplex series of chemical steps that ultimately allow for the breakdown ofglucose into usable energy in the form of ATP (adenosine triphosphate). Thethree main steps in the process are: 1) glycolysis, 2) Krebs cycle, and 3)electron transport system. Oxygen is required for these processes to functionat an efficient level. Without the presence of oxygen the pathway for energyproduction must proceed anaerobically. Anaerobic respiration sometimes calledlactic acid fermentation produces significantly less ATP (2 instead of 36/38)and due to this great inefficiency will quickly exhaust the available supplyof glucose. Thus the anaerobic pathway is not a permanent solution for theprovision of energy to the body in the absence of sufficient oxygen. The supply of oxygen to the tissues is dependent on: 1) the efficiency withwhich blood is oxygenated in the lungs, 2) the efficiency of the blood indelivering oxygen to the tissues, 3) the efficiency of the respiratoryenzymes within the cells to transfer hydrogen to molecular oxygen (Grollman,1978). A deficiency in any of these areas can result in the body cells nothaving an adequate supply of oxygen. It is this inadequate supply of oxygenthat results in difficulties for the body at higher elevations. .uabe65ac72946b05281fe57a23321df5c , .uabe65ac72946b05281fe57a23321df5c .postImageUrl , .uabe65ac72946b05281fe57a23321df5c .centered-text-area { min-height: 80px; position: relative; } .uabe65ac72946b05281fe57a23321df5c , .uabe65ac72946b05281fe57a23321df5c:hover , .uabe65ac72946b05281fe57a23321df5c:visited , .uabe65ac72946b05281fe57a23321df5c:active { border:0!important; } .uabe65ac72946b05281fe57a23321df5c .clearfix:after { content: ""; display: table; clear: both; } .uabe65ac72946b05281fe57a23321df5c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uabe65ac72946b05281fe57a23321df5c:active , .uabe65ac72946b05281fe57a23321df5c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uabe65ac72946b05281fe57a23321df5c .centered-text-area { width: 100%; position: relative ; } .uabe65ac72946b05281fe57a23321df5c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uabe65ac72946b05281fe57a23321df5c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uabe65ac72946b05281fe57a23321df5c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uabe65ac72946b05281fe57a23321df5c:hover .ctaButton { background-color: #34495E!important; } .uabe65ac72946b05281fe57a23321df5c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uabe65ac72946b05281fe57a23321df5c .uabe65ac72946b05281fe57a23321df5c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uabe65ac72946b05281fe57a23321df5c:after { content: ""; display: block; clear: both; } READ: Young Goodman Brown, By Nathaniel Hawthorne, Is A Story That Is Thick EssayANOXIAA lack of sufficient oxygen in the cells is called anoxia. Sometimes theterm hypoxia, meaning less oxygen, is used to indicate an oxygen debt. Whileanoxia literally means no oxygen it is often used interchangeably withhypoxia. There are different types of anoxia based on the cause of the oxygendeficiency. Anoxic anoxia refers to defective oxygenation of the blood in thelungs. This is the type of oxygen deficiency that is of concern whenascending to greater altitudes with a subsequent decreased partial pressureof O2. Other types of oxygen deficiencies include: anemic anoxia (failure ofthe blood to transport adequate quantities of oxygen), stagnant anoxia (theslowing of the circulatory system), and histotoxic anoxia (the failure ofrespiratory enzymes to adequately function). Anoxia can occur temporarily during normal respiratory system regulation ofchanging cellular needs. An example of this would be climbing a flight ofstairs. The increased oxygendemand of the cells in providing the mechanicalenergy required to climb ultimately produces a local hypoxia in the musclecell. The first noticeable response to this external stress is usually anincrease in breathing rate. This is called increased alveolar ventilation. The rate of our breathing is determined by the need for O2 in the cells andis the first response to hypoxic conditions. BODY RESPONSE TO ANOXIAIf increases in the rate of alveolar respiration are insufficient to supplythe oxygen needs of the cells the respiratory system responds by generalvasodilation. This allows a greater flow of blood in the circulatory system. The sympathetic nervous system also acts to stimulate vasodilation within theskeletal muscle. At the level of the capillaries the normally closedprecapillary sphincters open allowing a large flow of blood through themuscles. In turn the cardiac output increases both in terms of heart rate andstroke volume. The stroke volume, however, does not substantially increase inthe non-athlete (Langley, et.al., 1980). This demonstrates an obvious benefitof regular exercise and physical conditioning particularly for an individualwho will be exposed to high altitudes. The heart rate is increased by theaction of theadrenal medulla which releases catecholamines. These catecholamines workdirectly on the myocardium to strengthen contraction. Another compensationmechanism is the release of renin by the kidneys. Renin leads to theproduction of angiotensin which serves to increase blood pressure (Langley,Telford, and Christensen, 1980). This helps to force more blood intocapillaries. All of these change s are a regular and normal response of thebody to external stressors. The question involved with altitude changesbecomes what happens when the normal responses can no longer meet the oxygendemand from the cells?ACUTE MOUNTAIN SICKNESSOne possibility is that Acute Mountain Sickness (AMS) may occur. AMS iscommon at high altitudes. At elevations over 10,000 feet, 75% of people willhave mild symptoms (Princeton, 1995). The occurrence of AMS is dependent uponthe elevation, the rate of ascent to that elevation, and individualsusceptibility. Acute Mountain Sickness is labeled as mild, moderate, or severe dependent onthe presenting symptoms. Many people will experience mild AMS during theprocess of acclimatization to a higher altitude. In this case symptoms of AMSwould usually start 12-24 hours after arrival at a higher altitude and beginto decrease in severity about the third day. The symptoms of mild AMS areheadache, dizziness, fatigue, shortness of breath, loss of appetite, nausea,disturbed sleep, and a general feeling of malaise (Princeton, 1995). Thesesymptoms tend to increase at night when respiration is slowed during sleep. Mild AMS does not interfere with normal activity and symptoms generallysubside spontaneously as the body acclimatizes tothe higher elevation. Moderate AMS includes a severe headache that is not relieved by medication,nausea and vomiting, increasing weakness and fatigue, shortness of breath,and decreased coordination called ataxia (Princeton, 1995). Normal activitybecomes difficult at this stage of AMS, although the person may still be ableto walk on their own. A test for moderate AMS is to have the individualattempt to walk a straight line heel to toe. The person with ataxia will beunable to walk a straight line. If ataxia is indicated it is a clear signthat immediate descent is required. In the case of hiking or climbing it isimportant to get the affected individual to descend before the ataxia reachesthe point where they can no longer walk on their own. Severe AMS presents all of the symptoms of mild and moderate AMS at anincreased level of severity. In addition there is a marked shortness ofbreath at rest, the inability to walk, a decreasing mental clarity, and apotentially dangerous fluid buildup in the lungs. ACCLIMATIZATIONThere is really no cure for Acute Mountain Sickness other thanacclimatization ordescent to a lower altitude. Acclimatization is the process, over time, wherethe body adapts to the decrease in partial pressure of oxygen molecules at ahigher altitude. The major cause of altitude illnesses is a rapid increase inelevation without an appropriate acclimatization period. The process ofacclimatization generally takes 1-3 days at the new altitude. Acclimatizationinvolves several changes in the structure and function of the body. Some ofthese changes happen immediately in response to reduced levels of oxygenwhile others are a slower adaptation. Some of the most significant changesare:Chemoreceptor mechanism increases the depth of alveolar ventilation. Thisallows for an increase in ventilation of about 60% (Guyton, 1969). This is animmediate response to oxygen debt. Over a period of several weeks thecapacity to increase alveolar ventilation may increase 600-700%. Pressure in pulmonary arteries is increased, forcing blood into portions ofthelung which are normally not used during sea level breathing. The body produces more red blood cells in the bone marrow to carry oxygen. This process may take several weeks. Persons who live at high altitude oftenhave red blood cell counts 50% greater than normal. The body produces more of the enzyme 2,3-biphosphoglycerate that facilitatesthe release of oxygen from hemoglobin to the body tissues (Tortora, 1993). The acclimatization process is slowed by dehydration, over-exertion, alcoholand other depressant drug consumption. Longer term changes may include anincrease in the size of the alveoli, and decrease in the thickness of thealveoli membranes. Both of these changes allow for more gas transfer. TREATMENT FOR AMSThe symptoms of mild AMS can be treated with pain medications for headache. Some physicians recommend the medication Diamox (Acetazolamide). Both Diamoxand headache medication appear to reduce the severity of symptoms, but do notcure the underlying problem of oxygen debt. Diamox, however, may allow theindividual to metabolize more oxygen by breathing faster. This is especiallyhelpful at night when respiratory drive is decreased. Since it takes a whilefor Diamox to have an effect, it is advisable to start taking it 24 hoursbefore going to altitude. The recommendation of the Himalayan RescueAssociation Medical Clinic is 125 mg. twice a day. The standard dose has been 250 mg., but their research shows nodifference with the lower dose (Princeton, 1995). Possible side effectsinclude tingling of the lips and finger tips, blurring of vision, andalteration of taste. These side effects may be reduced with the 125 mg. dose. .u1166ff2b0dc6e1ed092788d2f3d73ab5 , .u1166ff2b0dc6e1ed092788d2f3d73ab5 .postImageUrl , .u1166ff2b0dc6e1ed092788d2f3d73ab5 .centered-text-area { min-height: 80px; position: relative; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 , .u1166ff2b0dc6e1ed092788d2f3d73ab5:hover , .u1166ff2b0dc6e1ed092788d2f3d73ab5:visited , .u1166ff2b0dc6e1ed092788d2f3d73ab5:active { border:0!important; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .clearfix:after { content: ""; display: table; clear: both; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1166ff2b0dc6e1ed092788d2f3d73ab5:active , .u1166ff2b0dc6e1ed092788d2f3d73ab5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .centered-text-area { width: 100%; position: relative ; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1166ff2b0dc6e1ed092788d2f3d73ab5:hover .ctaButton { background-color: #34495E!important; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1166ff2b0dc6e1ed092788d2f3d73ab5 .u1166ff2b0dc6e1ed092788d2f3d73ab5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1166ff2b0dc6e1ed092788d2f3d73ab5:after { content: ""; display: block; clear: both; } READ: Happy New Year - Descriptive EssaySide effects subside when the drug is stopped. Diamox is a sulfonamide drug,so people who are allergic to sulfa drugs such as penicillin should not takeDiamox. Diamox has also been known to cause severe allergic reactions topeople with no previous history of Diamox or sulfaallergies. A trial course of the drug is usually conducted before going to aremote location where a severe allergic reaction could prove difficult totreat. Some recent data suggests that the medication Dexamethasone may havesome effect in reducing the risk of mountain sickness when used incombination with Diamox (University of Iowa, 1995). Moderate AMS requires advanced medications or immediate descent to reversethe problem. Descending even a few hundred feet may help and definiteimprovement will be seen in descents of 1,000-2,000 feet. Twenty-four hoursat the lower altitude will result in significant improvements. The personshould remain at lower altitude until symptoms have subsided (up to 3 days). At this point, the person has become acclimatized to that altitude and canbegin ascending again. Severe AMS requires immediate descent to loweraltitudes (2,000 4,000 feet). Supplemental oxygen may be helpful inreducing the effects of altitude sicknesses but does not overcome all thedifficulties that may result from the lowered barometric pressure. GAMOW BAGThis invention has revolutionized field treatment of high altitudeillnesses. The Gamow bag is basically a portable sealed chamber with a pump. The principle of operation is identical to the hyperbaric chambers used indeep sea diving. The person is placed inside the bag and it is inflated. Pumping the bag full of air effectively increases the concentration of oxygenmolecules and therefore simulates a descent to lower altitude. In as littleas 10 minutes the bag creates an atmosphere that corresponds to that at 3,000 5,000 feet lower. After 1-2 hours in the bag, thepersons body chemistry will have reset to the lower altitude. This lasts forup to 12 hours outside of the bag which should be enough time to travel to alower altitude and allow for further acclimatization. The bag and pump weighabout 14 pounds and are now carried on most major high altitude expeditions. The gamow bag is particularly important where the possibility of immediatedescent is not feasible. OTHER ALTITUDE-INDUCED ILLNESSThere are two other severe forms of altitude illness. Both of these happenlessfrequently, especially to those who are properly acclimatized. When they dooccur, it is usually the result of an increase in elevation that is too rapidfor the body to adjust properly. For reasons not entirely understood, thelack of oxygen and reduced pressure often results in leakage of fluid throughthe capillary walls into either the lungs or the brain. Continuing to higheraltitudes without proper acclimatization can lead to potentially serious,even life-threatening illnesses. HIGH ALTITUDE PULMONARY EDEMA (HAPE)High altitude pulmonary edema results from fluid buildup in the lungs. Thefluid in the lungs interferes with effective oxygen exchange. As thecondition becomes more severe, the level of oxygen in the bloodstreamdecreases, and this can lead to cyanosis, impaired cerebral function, anddeath. Symptoms include shortness of breath even at rest, tightness in thechest,marked fatigue, a feeling of impending suffocation at night, weakness, and apersistent productive cough bringing up white, watery, or frothy fluid(University of Iowa, 1995.). Confusion, and irrational behavior are signsthat insufficient oxygen is reaching the brain. One of the methods fortesting for HAPE is to check recovery time after exertion. Recovery timerefers to the time after exertion that it takes for heart rate andrespiration to return to near normal. An increase in this time may mean fluidis building up in the lungs. If a case of HAPE is suspected an immediatedescent is a necessary life-saving measure (2,000 4,000 feet). Anyonesufferingfrom HAPE must be evacuated to a medical facility for proper follow-uptreatment. Early data suggests that nifedipine may have a protective effectagainst high altitude pulmonary edema (University of Iowa, 1995). HIGH ALTITUDE CEREBRAL EDEMA (HACE)High altitude cerebral edema results from the swelling of brain tissue fromfluid leakage. Symptoms can include headache, loss of coordination (ataxia),weakness, and decreasing levels of consciousness including, disorientation,loss of memory, hallucinations, psychotic behavior, and coma. It generallyoccurs after a week or more at high altitude. Severe instances can lead todeath if not treated quickly. Immediate descent is a necessary life-savingmeasure (2,000 4,000 feet). Anyone suffering from HACE must be evacuatedto a medical facility for proper follow-uptreatment. CONCLUSIONThe importance of oxygen to the functioning of the human body is critical. Thus the effect of decreased partial pressure of oxygen at higher altitudescan be pronounced. Each individual adapts at a different speed to exposure toaltitude and it is hard to know who may be affected by altitude sickness. There are no specific factors such as age, sex, or physical condition thatcorrelate with susceptibility to altitude sickness. Most people can go up to8,000 feet with minimal effect. Acclimatization is often accompanied by fluidloss, so the ingestion of large amounts of fluid to remain properly hydratedis important (at least 3-4 quarts per day). Urine output should be copiousand clear. From the available studies on the effect of altitude on the human body itwould appear apparent that it is important to recognize symptoms early andtake corrective measures. Light activity during the day is better thansleeping because respiration decreases during sleep, exacerbating thesymptoms. The avoidance of tobacco, alcohol, and other depressant drugsincluding, barbiturates, tranquilizers, and sleeping pills is important. These depressants further decrease the respiratory drive during sleepresulting in a worsening of the symptoms. A high carbohydrate diet (more than70% of your calories from carbohydrates) while at altitude alsoappears to facilitate recovery. A little planning and awareness can greatly decrease the chances of altitudesickness. Recognizing early symptoms can result in the avoidance of moreserious consequences of altitude sickness. The human body is a complexbiochemical organism that requires an adequate supply of oxygen to function. The ability of this organism to adjust to a wide range of conditions is atestament to its survivability. The decreased partial pressure of oxygen withincreasingaltitude is one of these adaptations. Sources:Electric Differential Multimedia Lab, Travel Precautions and Advice,University of Iowa Medical College, 1995. Gerking, Shelby D., Biological Systems, W.B. Saunders Company, 1969. Grolier Electronic Publishing, The New Grolier Multimedia Encyclopedia, 1993. Grollman, Sigmund, The Human Body: Its Structure and Physiology, MacmillianPublishing Company, 1978. Guyton, Arthur C., Physiology of the Human Body, 5th Edition, SaundersCollege Publishing, 1979. Hackett, P., Mountain Sickness, The Mountaineers, Seattle, 1980. Hubble, Frank, High Altitude Illness, Wilderness Medicine Newsletter,March/April 1995. Hubble, Frank, The Use of Diamox in the Prevention of Acute MountainSickness, Wilderness Medicine Newsletter, March/April 1995. Isaac, J. and Goth, P., The Outward Bound Wilderness First Aid Handbook,Lyons Burford, New 1991. Johnson, T., and Rock, P., Acute Mountain Sickness, New England Journal ofMedicine, 1988:319:841-5Langley, Telford, and Christensen, Dynamic Anatomy and Physiology,McGraw-Hill, 1980. Princeton University, Outdoor Action Program, 1995. Starr, Cecie, and Taggart, Ralph, Biology: The Unity and Diversity of Life,Wadsworth Publishing Company, 1992. Tortora, Gerard J., and Grabowski, Sandra, Principles of Anatomy andPhysiology, Seventh Edition, Harper Collins College Publishers, 1993. Wilkerson., J., Editor, Medicine for Mountaineering, Fourth Edition, TheMountaineers, Seattle, 1992.

University of Sioux Falls Admissions

University of Sioux Falls Admissions With an acceptance rate of 92%, the University of Sioux Falls is largely accessible to those who apply each year. Interested students will need to submit an application, which can be found on the schools website. Additional required materials include high school transcripts and scores from either the SAT or the ACT.   Admissions Data (2015) University of Sioux Falls Acceptance Rate: 92%Test Scores 25th / 75th PercentileSAT Scores:SAT Critical Reading: 470 / 550SAT Math: 440 / 540SAT Writing: - / -ACT Scores:ACT Composite: 20  / 25ACT English: 19 / 25ACT Math: 20  / 26 University of Sioux Falls  Description In the early 1880s, a delegation of area Baptist churches chartered an institution of higher learning, in Sioux Falls, South Dakota, originally calling it the Dakota College Institute. Throughout the coming years, the school merged with neighboring colleges, lost and regained accreditation, and went through various other changes; the University of Sioux Falls now offers 40 undergraduate degrees and a handful of graduate degrees to its students. Outside of the classroom, students can take part in over 100 student-run clubs and organizations, ranging from the academic to the recreational. On the athletic front, the USF Cougars compete in the NCAA Division II, in the Great Plains Athletic Conference.   Enrollment (2014) Total Enrollment: 1,482 (1,224 undergraduates)Gender Breakdown: 41% Male / 59% Female82% Full-time Costs (2015 - 16) Tuition and Fees: $26,240Textbooks: $950Room and Board: $6,900Other Expenses: $3,510Total Cost: $37,600 University of Sioux Falls  Financial Aid (2014  - 15) Percentage of New Students Receiving Aid: 100%Percentage of New Students Receiving Types of AidGrants: 100%Loans: 77%Average Amount of AidGrants: $16,011Loans: $9,095 Academic Programs Most Popular Majors:  Business Administration, Accounting, Nursing, Elementary Education, Exercise Science, Criminal Justice, Biology Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 72%4-Year Graduation Rate: 37%6-Year Graduation Rate: 54% Intercollegiate Athletic Programs Mens Sports:  Football, Golf, Basketball, Track, and Field, Cross Country, BaseballWomens Sports:  Basketball, Cross Country, Soccer, Track and Field, Softball, Volleyball, Tennis University of Sioux Falls  Mission Statement The University of Sioux Falls, a Christian University in the liberal arts tradition, educates students in the humanities, sciences, and professions. The traditional motto of the University is  Culture for Service, that is, we seek to foster academic excellence and the development of mature Christian persons for service to God and humankind in the world... USF is committed to the Lordship of Jesus Christ and to the integration of biblical faith and learning; it affirms that Christians are called to share their faith with others through lives of service. The University is affiliated with the American Baptist Churches, U.S.A., and welcomes students of any faith or denomination.

A Case Study About Healthcare Leadership

A Case Study About Healthcare Leadership Effective leadership is essential in health care organisations as in other organisations. It is necessary for driving innovation, effective patient care, patient safety, improving working within clinical teams, sorting out issues within emergency context and other aspects necessary for effective and efficient running of healthcare organisations. Transformational leadership has often been prescribed as the ‘gold standard’ of healthcare leadership(Gopee and Galloway 2009).This essay sets out to: briefly discuss the concept of leadership; highlight why leadership is important in healthcare; make a distinction between the closely-related concepts of leadership and management; briefly highlight how power relates to leadership; describe some leadership approaches applicable within the context of healthcare organisations; describe leadership styles visible in healthcare; present a case study set in a teaching hospital practice setting in Africa ; critically assess the leadersh ip approaches operating within the setting and its effect on organisational performance ;and make recommendations on improving leadership practice within the specified setting. What is leadership? Leadership can be defined as â€Å"the ability of an individual to influence a group of people to achieve a goal(Bryman 1992).It is also noted that ‘leadership can have four possible meanings, namely: the activity of leading; the body of people who lead a group; the status of the leader; and the ability to lead'(Gopee and Galloway 2009). Kouzes and Posner (2007) suggest some characteristics of an effective leader namely to: be more effective in meeting job-related demands; be more successful in representing their units in upper management; create higher performing teams; foster renewed loyalty and commitment; increase motivational levels and willingness to work hard; and possess high degree of personal integrity. Why leadership in healthcare? Effective leadership and management has been found to contribute to efficiency of health care services, performance (McColl-Kennedy and Anderson 2002) and satisfaction of staff employed within them.(Bradley and Alimo-Metcalfe 2008) researched the causal relationship between leadership behaviours and the performance and productivity of staff and found that ‘engaging leadership’ improved employee engagement and performance. (Morrison, Jones et al. 1997) studied the relationship between leadership style, empowerment, and job satisfaction on nursing staff at a regional medical centre. They used Bass’s Multifactor Leadership Questionnaire to measure leadership style, items from Spreitzer’s Psychological Empowerment instrument to measure empowerment, and the Warr, Cook, and Wall’s job satisfaction questionnaire to measure job satisfaction. The authors found that both transformational and transactional leadership were positively associated with job satisfaction. Some other researchers reported t hat good leadership skills impacted on patient safety and quality of care (Corrigan, Lickey et al. 2000; Firth-Cozens and Mowbray 2001; Mohr, Abelson et al. 2002).Furthermore, leadership skills are essential in the world of public health policy and leadership is one of the core competencies required of public health trainees(Faculty of Public Health 2010). Leadership versus management Relevant to this discourse is making a distinction between leadership and management. They are two similar but distinct concepts. Management is seen as seeking order and maintaining stability while leadership is seen as seeking adaptive and constructive change. Leadership in the healthcare context aims to influence practitioners towards the achievement of the common goal of quality patient care. On the other hand, management as a process coordinates and directs the activities of an organisation to ensure it achieves its set objectives. Management ensures healthcare resources (human such as doctors, nur ses and clerical staff and non-human resources like medical devices and consumables) are utilised in an efficient way whilst delivering effective healthcare service(Gopee and Galloway 2009). However, leadership is known to be complementary to management (Kotter 1999; Zaleznik 2004).

Contemporary Brand Management report on (Rolex the luxury watches Essay

Contemporary Brand Management report on (Rolex the luxury watches brand) - Essay Example There have been diverse literatures that validate the success or demise of products and services due to ineffective strategies employed on the sophisticated elements needed for branding. At the same time there are organisations that have attained exemplary leadership and high quality corporate image through an interplay of crucial branding factors that promoted the products into a legendary platform status that survived tests of time. The objective of the management report is to evaluate the significant components and strategies used by Rolex, luxury watches in their Branding. The report will be structured in sections that would initially determine the significant theoretical frameworks for branding and a provision for background information for Rolex. Crucial data that affects to the brand’s target market, major competitors, and strategies will be discussed. Brand position, analysis, advertising, and management recommendations will subsequently follow by providing brief conce ptual backgrounds of each topic prior to investigating into respective applications of the concepts on the brand, Rolex. The brand management recommendation section will suggest an innovative idea that is perceived to increase brand awareness and consumer image with justifiable support from theories on branding. Section 1. The Brand Kotler (1980, p.366), defined a brand as â€Å"a name, term, sign, symbol, design or a combination of these that identifies the makers or seller of the product or services and to differentiate them from those of competitors†. McCarthy (1975) has used the exact same parallel definition with a disparity in the word ‘differentiate’ to ‘distinguish’ (p. 255) as a crucial element for branding. These theories however fail to capture the complexity and depth that branding involves. Brands are considered a significant part of decisions involving product development that organisations exert strategic efforts to creatively and inno vatively design the brand to identify the product and to differentiate them from others (McCarthy, 1975). It is differentiated from the company in terms of the identification it provides to the product, distinct from its manufacturer or producer. A company, as the manufacturer could be a producer of different products that require different brands to separate one from the other. One of the eminent functions of brands is to enable organisations to project a good image of prime quality for their products and therefore encourage clientele to make repeated purposes with convenience. There have been exemplary brands in contemporary markets that have continued to gain respect, loyalty and trust of the clients through time. For example as reported by Business Week the brands that belong to the best global brands is Rolex with a rank of 72 out of 100 and a value of $4,237 million (Business Week, 2006). According to the report, â€Å"Rolex remains the ultimate luxury brand worldwide, and wi th strong sales in China, its appeal continues to spread† (Business Week, 2006, par. 4). 1.1 Historical Background of Rolex The official website of Rolex traced its legendary success from the creative entrepreneurial talent of its founder, Hans Wilsdorf (Rolex: The Origins, n.d, par. 1). With ideas that started from the desire to make watches more precise with self-winding options and more professionalised to be used in diverse activities and

Legal case Essay Example | Topics and Well Written Essays - 2750 words

Legal case - Essay Example use of such teams, in addition to the facilities for horse racing and other spectator events; that such stadiums and other facilities would also accommodate other events and serve other uses which would provide needed recreation, forums and expositions for the public." The Legislature further found that "additional facilities [were] needed * * * to accommodate trade shows and other expositions in order to promote industry and development * * * and provide a forum for public events." The Legislature declared that the location of the complex in the meadowlands "would stimulate the needed development" of the area. N.J.S.A. 5:10-2. The Authority is empowered to establish, develop, construct, operate, maintain, improve and otherwise effectuate a project to be located in the Hackensack meadowlands upon a site not to exceed 750 acres consisting of one or more stadiums, coliseums, arenas, pavilions, stands, field houses, playing fields, recreation centers, courts, gymnasiums, club houses, a race track for the holding of horse race meetings, and other buildings, structures, facilities, properties and appurtenances incidental and necessary to a complex suitable for the holding of athletic contests or other sporting events, or trade shows, exhibitions, spectacles, public meetings or other expositions, and such project may include driveways, roads, approaches, parking areas, parks, recreation areas, food vending facilities, restaurants, transportation structures, systems and facilities, and equipment, furnishings, and all other structures and appurtenant facilities related to, necessary for, or complementary to the pu rposes of the project or any facility thereof. [ 6(a)] To carry out this statutory mandate the Authority is given the power of eminent domain ( 9) and is authorized to issue bonds and notes which are expressly not debts of the State. 10. The Authority may relocate public highways and utilities after consultation with the Meadowlands Commission and the Department of Transportation. In locating and constructing the sports and exposition facilities the Authority is exempt from state and local zoning, planning and building codes. 5(x). The Authority is a public body corporate and politic established in the Department of Community Affairs. 4(a). Its membership consists of the State Treasurer, the Attorney General and a member of the Hackensack Meadowlands Development Commission to be appointed by the Governor, all three being members ex officio, while four other members are to be appointed by the Governor with the advice and consent of the Senate. 4(b). From the latter group the Governor is to appoint a chairman, while the entire membership is to choose a vice-chairman as well as a secretary and treasurer (the latter two need not be members). 4(d). The Legislature has the power to dissolve the Authority, provided "no debts or obligations [are] outstanding or

Hamburger - Fast food Essay Example for Free

Hamburger Fast food Essay We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. jsjsjsWe’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. hzjzjzznnzWe’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes. nzjziaksolahGaa We’ve all heard it, whether it be through a friend, the news, or in the newspaper. Lawsuits being filed against McDonald’s for the cause of obesity in the accuser or their family. In August 2002 two different parents of two different girls both living in the Bronx sued McDonald’s for the obesity of each individual child. They stated that McDonald’s had failed to disclose clearly the ingredients in its food, therefore, accounting for the obesity. Again in February 2003 another claim was made by an unknown â€Å"victim† that McDonald’s food is more dangerous and harmful than a customer would have reason expect. In July 2002 a man by the name of Caesar Barber filed a suit against McDonald’s, Wendy’s, Kentucky Fried Chicken, and Burger King. He alleged that their food caused his obesity, heart attacks, and diabetes.

Essay --

Due to this impressive growing economy, Turkey is now one of the fastest growing energy market of the world. Only in the last decade Turkey was the second country after China, with the biggest gas and electricity demand increase. According to the Ministry of Energy and Natural Ressources: † between 1990 and 2008 in [Turkey], annual average rate of increase in primary energy demand was realized as 4,3% .†1 As the Turkish Ministry of Foreign Affairs states it : â€Å"Turkey is expected to become one of the most dynamic energy economies of the world in terms of increase in energy demand†.2 The Population increase, the urbanization and industrialization of Turkey as a result of its liberalization and entrance to the globalization gave birth to a continuous increase in the demand for energy and natural ressources. As we have seen the economical changes of Turkey in the last thirty years have lead Turkey to become a big â€Å"energy eater†. However Turkey is not the only one with an increasing energy demand, as the International Energy Agency states that if the current trend goes on, the primary energy demand of the world will increase by 40% between 2007 and 2030.3 Therefore Turkey is not only becoming somehow â€Å"addicted to energy import† it is also becoming so in a future very competitive market. Current energy situation : a big economical dependency stats: The energy imports are one of main cause of the current balance of payment issue in Turkey. The country's energy import have increased a lot more faster than the exports have. In 2010 almost half of the country's foreign trade deficit, or the balance of payment deficit was due to energy imports which costed $40 bilion.4 As the Ministry of Energy and Natural Ressources sources explains it ... ...uted less than 1 percent of Turkey's imports, while exports were about 5 percent of the total. . Description: The traditional important exports of Turkey's economy used to be Textile and agriculuture. However a rising importance of other new and modern sectors has happened, such as in the automotive, electronic industries or the construction sector. This is due to newly born middle-class of entrepreneurs conveying dynamysm to Turkish economy and innovation.. 10 Oil began to flow through the Baku-Tbilisi-Ceyhan pipeline in May 2006, marking a major milestone that will bring up to 1 million barrels per day from the Caspian to market. Several gas pipelines projects also are moving forward to help transport Central Asian gas to Europe through Turkey, which over the long term will help address Turkey's dependence on imported oil and gas to meet 97% of its energy needs

How Do Evolutionary Psychologist Explain Male-Female in Courtship and Sexuality?

1. How do evolutionary psychologist explain male-female in courtship and sexuality? Evolutionary psychologist explains the male and female behaviors to sex. They explain what a male wants most from a female and what a female is looking for. For instance, like what a male will do to get what he wants out of a female even if it has to get violent. Along with female, females will take time to look for a male to have sexual intercourse with, Evolutionary psychologist studies appears that males are more disposed in many sexual relationship then females.In other words, it means the males generally want sex more often. They tend to look for the youth and beauty in a women because youthful women are more fertility. Males are also more violent and more pushy then females which in some cases leads to rape. They are more sexually jealous and controlling then females because if his mate was having sexual intercourse with another male, he will never be sure if her child will be 100% genetically h is.In the other hands, women are more committed to being in a relationship. They are less sexually active than men. Women tend to focus on his financial resource when searching for a mate. They will also look into his status. The male has to have the ability to provide the support and resources needed for there off springs later in life and also for her. Women are more cautious when it comes to courtship and sexual relationship because they are more dedicated in parenting then the males.

Action Research Essay

Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way â€Å"Teaching Stories without Telling Them†. The purpose of this research was to justify that how interactive ways of teaching stories enables students to perform better in the classroom, how the interactive teaching expands the knowledge of both teachers and learners, and how the teacher, at the same time, is teaching and drawing on and learning from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending learning process. Introduction The teacher can choose particular designs and techniques for teaching a foreign language in a particular context. No quick fix is guaranteed to provide success for all classroom situations. Every learner is unique; every teacher is unique; so is every learner-teacher relationship. The teacher’s key task is, therefore, to understand the properties of these relationships and set the classroom environment accordingly. In other countries such as Nepal, students are taught to view their teachers  as an authority and a knows-everything person in the classroom, and this value-based relationship hinders the learners from freely expressing themselves in the classroom. In this firmly established teacher-centered system, it is often offensive for the students to contradict the teacher’s point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is not a new issue. Many published writings have critically looked at it. However, a teacher can always adopt various strategies to increase students’ participation in the classroom activities. In order to justify this possibility, I used a technique that I have termed as â€Å"teaching stories without telling them†. If the stories are carefully chosen, students feel what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond personally to the texts, students become increasingly confident about expressing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contribute to personal development. This is in particular very useful where the classroom is often only source of English. Background I’m a new English Teacher at Kaunlaran High School but I have been teaching English for the last four year. The pre-requisite to join this programme is School Leaving Certificate (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I also work at â€Å"English Speaking and Research Club† that runs classes for those who want to improve their speaking skills. Interestingly, the members coming to this Club include school students to professionals and businesspersons. Certainly, the classes in both settings are multilevel in nature. I would like to refer to Hess’s (2002) definition – multilevel class is the class in which students vary considerably in their language and literary skills. In my case, students not only differed in language level, but also in age, motivation, expectations, attitude and interest. The Procedure In both places, I began with a pre-test in order to diagnose the learners’  level of English. The candidates were tested all their skills – first day reading and writing and the second day speaking and listening. Later they were divided into three groups named as triple five (those scoring less than 50%), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) according to their test results; but they were not informed about it. Action plan teaching process Selecting a story: (I selected stories from books available in the market. I purposely chose books that had an appropriate level of difficulty and length.) Briefing the students about the different nature of class: (I told my students that they would have to read the text and be able to answer the questions I would ask them in the class. I did not read the story. My role as a teacher and facilitator was to ask questions very carefully so that I would be able understand the story and students’ role was to make me understand the story.) Giving students the story to read at home as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their language proficiency level and carrying out the class: (I asked simple factual questions to below average group i.e. 555; reflective questions to average group i.e. 777; and interpretive and judgmental questions to above average group i.e. 666. This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role – I gave the students equal opportunity to justify their answers. My job was to facilitate them to come to an agreeing point.) Giving home assignment: (I gave different tasks to different group – I asked the below average group to write a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the Brahmin in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret t he story using their own feelings and emotions. For example, do you think you would punish these thieves if you  were a judge? Write a very logical paragraph of your argumentations. The students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their own learning (Nguyen, 2005). This became even more interesting as I purposely did not read the story to create a real information gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom language was authentic. Classroom activity In the classroom, I asked four different types of questions: factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some sample questions I used in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they can pick up the answer from the text very easily such as: T: what is the title of the story? 555: Brahmin and thieves (they can pick from the text) T: How many characters are there? 555: There are four; one Brahmin and three thieves. b) Reflective questions: the types of questions are related with peoples’ emotions, feelings and associations for which the students have to use their won feelings to characters, event and plot of the story such as: T: What could be another suitable title? 777: Brahmin and the goat (they have to associate with the text.) T: why did they try to fool the Brahmin? 777: because they want the goat. c) Interpretive questions: the types of questions are related with meaning,  purpose and values such as: T: Why do you think the title should be Brahmin and goat? 666: Because the goat also has main role in the story. d) Judgmental question: these sorts of questions allow the students to decide their feelings, emotions and response to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then there is no one to help poor people. In this case, any way the Brahmin is (sis) victim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. In this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was really challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer. As far as the error correction concerned, I did not correct all the errors they made in the discussion. It does not mean that I ignored all the errors. I corrected only global error not the local error. I agree with Brown’s (2000) definition that the local error is clearly and humorously recognized and recommended that they may not be corrected as long as the message is understood and correction may interrupt a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language. The result I found a dramatic change in the classroom atmosphere: all trying to say something, listening to others what they say. In fact, I had never had such satisfaction in my class before even though I used pair work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and using language which is meaningful to the learners and as well as the use of materials that promote  communicative language use. Such activities helped the learners to find the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this approach is that texts can be selected based on the richness and diversity of the language and on the relevance to the English learners who should find them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"Exposing students to varieties of stories let them experie nce not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives.† As a result, I found the activities vital for progress in language learning process. Such discussion certainly enhances students’ ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these differences students learn to use English more clearly and to understand it better.† Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically build students’ ability to present their own ideas, opinions and feelings – both accurately and confidently. I have particularly focused on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action research proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching-learning process; second role is that of researcher and learner. Action Research Essay Abstract This research is conducted to find out whether the use of CALL can boost students’ level of confidence in learning English. CALL is one of the methods used by teachers to facilitate students learning. Quantitative approach is selected to conduct the study. Survey is distributed to form four 15 male and 15 female students of SMK Sultan Abdul Aziz. CALL is proven to help students increase their level of confidence in learning English. Therefore, teachers can maximize the use of CALL in their teaching. Keywords: Computer-assisted language learning, confidence, English Chapter 1:Introduction 1.1 Introduction The development of technology has given huge impact to the advancement of instructional technology in education. Therefore, many researchers have been conducted to investigate the effectiveness of computer usage in teaching and learning process. In this 21st century, most of the teachers use Computer Assisted Language Learning (CALL) as one of the teaching pedagogy to facilitate students’ need in learning second language. Students especially in rural areas have lack of confidence in using English as their second language. One of the major concern is they are afraid of making mistakes either in speaking or written language. So, teachers should use different kinds of approach to overcome this issue. One of the approaches is by using CALL during teaching and learning process. Therefore, the need of this study is to find out the usage of CALL in boosting students’ confidence level. 1.2 Background of the study In learning second language, it is essential to have high confidence in using the language. According to a school teacher of SK Dato’ Laksamana Raja Mahkota in Teluk Intan, the biggest problem faced by her in teaching English is lack of confidence among students. Students are reluctant to communicate in English, especially in conducting activity that requires them to use the language. Without confidence, students may have difficulties in using English either in speaking or writing. Students with low confidence level  need new methodology to motivate them do well in learning English. According to Liton Weili Xu (n.d), the usage of CALL indicates that second language students can benefit from greater confidence and motivation given the opportunity to communicate with varied audiences. 1.3 Statement of the problem Many researchers have mentioned about the usage of CALL to boost students’ confidence level. However, there was little empirical study on the usage of CALL to boost confidence level among secondary school students. Advances in technology now allow students in secondary schools to be connected to one another beyond the four walls of the classroom. Students can interact through online discussion with other students from around the world. They can access huge amounts of information in seconds. They can share experiences through video, still image, online blogs, chat rooms and messaging sites by using English language. It is such a waste if teachers miss out on opportunities to motivate the students unless they take advantage of the use of technology in the classroom. The more students can share real experiences in the target language, the more their confidence will grow. 1.4 Research Objective For this study, the objectives are as follows: 1. To identify preferred platforms used by the students in learning English. 2. To investigate the role of technology in boosting students’ confidence level in learning English. 3. To find out the difference between male and female students’ confidence level in using CALL. 1.5 Research question For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 1.6 Significance of the study Many students find it hard to learn English because it is not their mother  tongue. They are also not confident to use the language and participate in class activity. The teaching of English language should be in a way that can boost their confidence and interesting. Therefore, this study regarding the use of Computer-Assisted Language Learning (CALL) in teaching English might help students to build their confidence in using the language. 1.7 Limitations The limitations of this study are as follows: 1) This study will involve limited number of students from one of the schools in Teluk Intan, Perak. 2) This study will be conducted in limited time which is only two months. 3) The questionnaire will be distributed online through Facebook message which may create a barrier between researcher and respondent. 1.8 Definition of terms In this study, there are several terms that have been used which are: Computer-Assisted Language Learning (CALL) Michael Levy (1997) defined Computer-Assisted Language Learning (CALL) as â€Å"the search for and study of applications of the computer in language teaching and learning† (p. 1). CALL involves the use of computer as instructional technology to teach students. Jones and Fortescue (1987) also mentioned in their study that computer is a flexible classroom aid which is very useful for both teachers and learners (as cited in Nzh Gunduz, 2005). The usage of CALL in classroom can help students to learn the language better in a different environment. Teachers can apply interesting approaches or strategies while teaching with the help from computer. Confidence Sieler (1998) defined confidence as an individual’s feature (a self-construct) which leads a person to possess a positive view of themselves or situations that they are in (as cited in Maizam Alias &Nurul Aini Hafizah Mohd Hafir, 2009). Every student has different level of confidence in their learning process. Some of them may have high confidence and some have low. As mentioned by Stevens (2005), self-confidence refers to â€Å"a person’s expectation of his or her ability to achieve a goal in a given  situation† (p.1). Therefore, in order to learn better, students need to have a good expectation of themselves which means to have great confidence. 1.9 Conclusion This chapter elaborates background, objectives, significance and limitation of the study. This chapter also addresses on the importance of using CALL in language teaching and learning. It is hoped that the usage of CALL will help students to overcome their problems in gaining self-confidence in learning English language. The next chapter will discuss on the findings from previous researchers. Chapter 2: Literature Review There are vast opportunities for the use of computer assisted language learning (CALL) to assist second language (L2) learners in the classroom. Lee (2000) noted that â€Å"Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which links between technology and TESL have already been established†(p.1). Learning another language is a difficult task and advances in slow, steady increments. Almekhlafi (2006) investigated student attitudes with regard to the effectiveness of CALL. He found: CALL users had a positive attitude toward using CALL and had a high intention and satisfaction to use it in the future due to their perception of its utility and educational benefits. Results also showed a high self-perception of knowledge gain as a result of using CALL (p.134). Furthermore, it is suggested by Trites (2006) that asynchronous communication activities such as email, blogs and key-pal activities can boost student confidence by providing them the opportunity to slow down oral-like exchanges. Students can self-correct, use dictionaries, and take time to search for the right words or for reflection. In addition, most language teachers face the same big problem, which is to get students to respond in a classroom, perhaps because they have no confidence in responding to the teachers and afraid of making mistakes. Therefore, CALL is used to enhance  confidence level of the students. According to Ducate & Lomicka (2005), he concluded that shy students may feel more comfortable in the relatively anonymous and equalizing environment of blogs and may therefore be more willing to share their comments with classmates. It is supported by Hata (2003), who claimed that CALL â€Å"allows collaborative learning activities, encourages participants to take active roles in communication, allows participants to have control over their learning, facilitates negotiation of meaning between students and encourages students to be less self-conscious of their language†(p.117). McIntosh (2005) experimented with an action research project designed to test whether techniques in information and communications technology (ICT) could provide more extension for stronger pupils, to stretch their abilities in language. McIntosh indicates, â€Å"Several new ‘social technologies’ can improve writing and reading skills, as well as encouraging higher order thinking skills† (Personal blog, September 30, 2005). Studies have shown that students are comfortable using CALL technology and feel that it is beneficial to their learning. Many of the applications create an environment where language production and analysis are slowed down, thereby giving students more opportunity to self-pace and self-correct. Furthermore, CALL technology provides a venue where shy students have equal opportunity for participation and do not have to be aggressive to be heard. Students may be more likely to be active participants in the learning process. As a result, they will have more confidence in using English Language in their daily life. Wen-chi Vivian Wu, Ling Ling Yen and Michael Marek (2011) mentioned in their research paper that technology such as computer helps people to interact wherever they are. It just depends on the willingness of people to either use it or not as for example in the world of education where educators can use part of technology as a learning tool. Fresen (2007) also supported the idea of using technology in teaching by stating that the choices of technology is one of the factors in fostering students’ active learning (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). The use of computer assisted language learning (CALL) such as video conferencing can help students to have real communication which can make them use English regularly (Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). This can  make students to feel confident in using English language. It has been supported by Ortega (2009) in which he mentioned that the use of CALL for learning boost students’ confidence in using English (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). As Reza Dashtestani (2012) said in his journal, there have been changes in educational context whereby students have great interest in the application of computers and technology. With the developments of educational tools, language teachers are trying new ways to integrate technology into teaching methodology. Over a certain period, computer assisted language learning (CALL) become one of the method to replace traditional method of teaching. However, the question is whether the use of CALL is beneficial to boost students’ confidence level. Many studies have examined CALL as an approach to second language instruction. Basically, learners are more motivated in learning when they the process or lea rning is enjoyable. Students’ confidence level can be seen whether they are willing to communicate in using English language. Often time, learners refused to use English language because of embarrassed about making mistakes and lack of fluency. According to Lee (2000), Warschauer and Healey (1998) in research done by Ferit (2013), using CALL in teaching can support learning in variety of ways, enable pair and group work, promote global learning, enhance students achievement and confidence, create opportunities to treasure from various sources and motivate learners. However, to achieve positive result of using CALL, competent teachers that are equipped with skills and strategies were needed to integrate the used of CALL in the classroom. In the research, the respondents got excited and motivated when the teachers introduced blogs and wikis to them in learning writing skills. They felt confident to write and express themselves using English language and willing to correct the mistakes done. The teacher used Voice Thread website by recording voice to teach speaking skills. This method encouraged the learners to speak rather than speaking in front of the class. They refused to use English language in front of their friends because lack of confidence and they think their friends will laugh at them. So, the teacher shifted to new method to boost their confidence in using English language. As mentioned by Kung (2002), it has been recognized by educators that utilizing Computer Assisted Language Learning (CALL) programs can lead to  independent and collaborative learning environments as well as allow students to have language experiences as they acquire their second language which consists of different stages. Computer technology or computer assisted language learning programs can be stimuli for second language learning where it can promote learning motivation (Lee, 2000; Taylor, 1980). It was proposed by Cheng-Chieh Lai and Kritsonis (2006) that â€Å"through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence† (p. 2). Computer technology nowadays provides many benefits for second language learning where it allows learners to become independent and work on their learning material by themselves (Rost, 2002). According to Robertson, Ladewig, Strickland, and Boschung (1987), participants who are involved with computer assisted language learning programs had significantly higher self-esteem ratings than regular students. With the rapid development of technology in this globalized era, Cheng-Chieh Lai and Kritsonis (2006) also stated that: Computers can capture, analyze, and present data on second language students’ performances during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition (p. 3). Furthermore, technology helps students to learn grammar and writing. According to Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012), the researchers claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. They also claimed that students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. But, as for Abeer H. Malkawi (2010), the students did not depend much on tape recorder to learn English language skills. According to the researcher, the presence of a teacher in a classroom is considered among the most important and they did not put technology as the main source of learning English. Moreover, Lenka Temerovà ¡ (2007) claimed that the students did not feel confident to speak in English even after they listen to different accents of the language. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. Some studies were conducted to see the difference of level of confidence between male and female in using CALL. There is a study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 3: Methodology 3.1 Introduction The purpose of this study is to find out the usage of CALL in boosting students’ confidence level. For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 3.2 Research Design This study will be conducted using quantitative method. Researches will distribute questionnaires to secondary school students to know whether the usage of CALL can increase their confidence level in learning English Language. Researchers plan to use this method because it involves numerical data which later can be calculated easily. 3.3 Population and sampling The researchers use non probability sampling; which is convenience sampling. The sample of this study consists of 30 Form Four students of Sekolah Menengah Kebangsaan Sultan Abdul Aziz, Teluk Intan Perak. 3.4 Method of data collection The questionnaires were distributed through online, which is Facebook private message. Researcher used Facebook because it saves time, energy and cost. Besides, researcher found that it would be easier for respondents to answer the questionnaire through online. 3.5 Instrumentation Researcher used a set of survey for this study. It was adapted from various researchers; Jenny Brooks, Jia-Chyi Chu, Laura Marquez, Leticia Parsons & Nan Zhang (n.d.) and Dogan Bulut & Ali Farhan Munify Abuseileek (2007). According to Moras (2001), as cited in research done by Sanja Seljan, Norbert Berger, Zdravko Dovedan, there are three phases of CALL. In this study, the researchers adapted questionnaires from various researchers that only focused on two phases, which were Communicative approach and Integrative approach. The Communicative approach focuses skill practice in a non-drill format, such as language games, reading, and text reconstruction. Meanwhile, the Integrative CALL approach is based on multimedia computers and the Internet that combine text, graphics, sound, animation and video. The survey used consists of three sections which were demographic background, section A, and section B. Demographic background is a survey on respondent’s information. Items that had to be filled by respondents are age, school and gender. Section A consists of five general questions about Computer-Assisted Language Learning. Meanwhile, in section B, respondents were required to make a choice based on the level of their agreement. The level of agreement comprised of five stages, 1-strongly disagree, 2-disagree, 3-average, 4-agree, and 5-strongly agree. Section B consists of four questions for each skill in language (reading, listening, speaking, and writing). The questions in this survey were designed based on research questions. 3.6 Validity and Reliability This research used a new developed questionnaire whereby the researchers look into few aspects which are listening, speaking, reading, and writing. The validity of the questionnaire was tested in terms of face validity. Face validity involves process of survey pre-testing to avoid misunderstanding and misinterpretation of the items. The pre-test was conducted and the  result showed that the items do not violate face validity. This proves that the respondents did not misunderstand the questionnaire. So, this research survey was shown to have high validity. Meanwhile, the reliability of the questionnaire was measured by conducting a pre-test survey to students. A set of questionnaires was distributed to examine the reliability of the items which consists of items that are similar but have different wording. The result of the pre-test was found to be incoherent because the respondents gave different answers for the similar items. Therefore, the items were reviewed and modified in order to increase the reliability of the items. 3.7 Pilot Study The questionnaire was piloted to ten students from Kuliyyah of Engineering in IIUM. The respondents were briefed by researchers about the purpose and way to answer the survey. They were given 15 minutes to complete the survey. The survey was conducted at Kuliyyah of Architecture and Design cafe during lunch hour. The data collected from the survey was tabulated and analyzed using SPSS to determine the validity and reliability of the questionnaires. Due to small sample size of respondents, the Cronbach Alpha was found to be 0.6ÃŽ ± 3.8 Data Collection Procedures and time frame The research began in April until June 2014. It took approximately two months to complete this research. This research used survey as the instrument for data collection. It took several procedures which were getting consent from respondents, briefing about the details of the survey, distributing the survey through online and collecting the data. 3.9 Data Analysis Plan This research consists of three research questions. The first research question is â€Å"What are the preferred platforms of technology used by students in learning English?† The data was analyzed by using Microsoft Excel to see the highest percentage of platform preferred chosen by the respondents. The data was visualized by using bar graph. The second research question is â€Å"Do students find technology helpful in boosting their confidence in learning English?† The items which addressed this research question were constructed  using Likert scale ranging from one to five (strongly disagree to strongly agree). For this research question, the researcher focused on the answer from the respondents which range from four to five because the researcher want to know whether CALL helps to boost students’ confidence level in learning English. The data was illustrated in bar graph by using Microsoft Excel. The third research question is â€Å"Is there any difference between male and female students’ confidence level in using CALL?† The data was analyzed according to gender to see the differences between male and female students ‘confidence level in using CALL. The researcher used the same result from second research question and observed if there is any difference between male and female respondents of their preference in answering the items given. The result that was shown in the bar graph will determine their level of confidence. Chapter 4: Findings Research Question 1: What are the preferred platforms of technology used by students in learning English? Figure 1 Figure 1 showed that 20 out of 30 respondents chose Facebook as their platform in learning English. That took up 66.67% of the respondents. Skype and other platform took up the least number of respondents, with one respondent respectively, which carried 3.33 % of the sample. Research Question 2: Do students find technology helpful in boosting their confidence in learning English? Figure 2 Figure 2 showed three items in the survey which addressed the research question two. The first item is â€Å"I feel confident to use tape recorders in listening classes†. As for the first item, 13 out of 30 which is 43.33% of the respondents agreed that tape recorders help them to be confident in listening class. That was the highest number of preferred answer by the respondents. Meanwhile only seven respondents did not feel confident using tape recorders in listening class that comprises 23.33% of the sample. The second item is â€Å"I feel confident to speak after listening to different accents from English movies†. As for the second item, 20 out of 30 which is  66.67% of the respondents agreed that they feel confident to speak in English after listening to different accent of English native speakers. Meanwhile only four respondents did not feel confident to speak after listening to different accent of English native speakers that comprises 13.33% of the sample. The third item in the survey is â€Å"Chatting using social network helps me write better in English†. As for the second item, 24 out of 30 which is 80% of the respondents claimed that chatting helps them to write better in English. Meanwhile only eight respondents which is 26.67% disagree that chatting helps them to write better in English. Research Question 3: Is there any difference between male and female students’ confidence level in using CALL? Figure3 Figure 3 showed the difference of answers given by both respondents male and female. According to the figure, 27 male respondents agreed that they had high level of confidence in using CALL. Meanwhile, 7 of them did not have the confidence in using CALL. As for female respondents, there were also 27 of them who had high level of confidence in using CALL. Meanwhile, there were 6 female respondents who did not have the confidence in using CALL. So, the level of confidence between male and female was slightly different because there was more number of male respondents who disagreed that they had confidence in using CALL. Chapter 5: Discussions The research showed that the respondents’ preferred platforms of technology in learning English is Facebook. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). They claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. This research also proved that students find technology helpful in boosting  their confidence in learning English. They felt confident to use tape recorder in listening class. This result contradicts with the previous research done by Abeer H. Malkawi (2010). According to her research, the dependence on tape recorder to learn English language skills is low. The author believes that these statistics are disappointing as the percentage of those using tape recorder should be higher since this method is easy to use, has low cost to own, and it can be easy moved from one place to another. Moreover, using the tape recorder can help students record their own statements and hear again. It is unfortunate that the methods of radio and tape recorder are not well-used although they have so many benefits in helping students improve their listening comprehension. The presence of a teacher in a classroom is considered among the most important. Besides, the respondents felt confident to speak after listening to different accents from English movies. This result contradicts with the previous research done by Lenka Temerovà ¡ (2007). According to the researcher, the students did not feel confident even after they listen to different accents of English. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. The respondents also agreed that chatting using social network helps them to write better in English. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). According to the researchers, students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. The findings also suggested that there is a slight difference between male and female students’ confidence level in using CALL. There was more number of male respondents who disagreed that they had confidence in using CALL. This was contradicted with the previous study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 6: Conclusion In conclusion, CALL is proven to be helpful in boosting students’ confidence level in learning English. Although this research was limited by the small convenience sample and time constraint, the information about the use of CALL could be important for educators who develop educational programs also for students to perform better in English language. The findings of this study suggest that additional works needs to be done on to replicate and extend the study on CALL and students’ confidence level in learning English in other schools. Even if the current finding was stronger, it would be difficult to generalize the finding to other schools. References Cheng-Chieh Lai &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), p.2. Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender, and computer experience upon computer attitudes. Educational Research, 39(2), pp. 123-133. Dashtestani, R. (2012). Barriers to the Implementation of CALL in EFL courses: Iranian EFL teachers’ Attitudes and Perspectives. Jalt Call Journal, 8(2). Gunduz, N. (2005). Computer Assisted Language Learning .Journal of Language and Linguistic Studies, 1(2), pp. 193-214. Kung, S. C. (2002). A framework for successful key-pal programs in language learning. CALL- EJ Online, 3(2). Retrieved March 7, 2014, from http://www.clec.ritsumei.ac.jp/english/callejonline/6-2/SCKung.htm Lee, K.W. (2000). English teachers’ barriers to the use of Computer assisted language learning. The Internet TESL Journal, Retrieved June 25, 2006, from http://www.4english.cn/englishstudy/xz/thesis/barrir Maizam Alias &NurulAiniHafizahMohdHafir. (2009). The relationship between academic self-confidence and cognitive performance among engineering students. Academia.edu Share Research. Rost, M. (2002). New Technologies in Language Education: Opportunities for Professional Growth. Retrieved March 7, 2014 from http://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf Robertson, E. B., Ladewig, B. H., Strickland, M. P., &Boschung, M. D. (1987). Enhancement of self-esteem through the use of computer-assisted instruction. Journal of Educational Research, 80(5). Sanja Seljan, N. B. (n.d.). Computer assisted Language Learning. Retrieved March 12, 2014, from http://dzs.ffzg.unizg.hr/text/call.pdf Sieler, A. (1998). Self-confidence. Retrieved March 15, 2014,from http://www.newfieldaus.com Stevens, T. G. (2005).Self-confidence. RetrievedMarch 15, 2014, from http://www.csulb.edu Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press. Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability.Educational Technology & Society, 14 (3), pp. 118– 129. Xu, L. W. (n.d.). Using CALL to Enhance the Confidence of Foreign Language Learners. p.8. Action Research Essay The English Language dominates a higher prestige in the Philippines just as it enjoys a higher part in the Philippine Education System. Thus, authentic English Language teaching and learning environment should be given a full blast attention naturally and effectively. In this age of globalization, where society is being transformed and is transformed by technology, so too are innovative ways in teaching and learning the English subject. It should be noted that as time flies, the number of Filipino English Language Learners has rapidly increased. These learners are full of hopes and dreams to learn the language of the world that every English subject is accountable for. Yet, he/she needs not to be idealist to expect that by the end of the academic year, learners will be great English speakers, readers, spellers, writers and listeners. There may be some variables that may hamper the learning process however this should not block the goal of English teacher to bring the English language in the open. Furthermore, the spread of English as instructional language and the emergence of technology as a fast learning channel should be mutually enforced. Indeed, technology has revolutionized the teaching of the English subject, as the last few decades have affirmed the role of English as â€Å"Lingua Franca† which means any language for communication between groups who no other common language (Matthew, 2009) from this context, the researcher takes the challenge to lead an action in finding out the most effective way to create a better if not the best intervention material in teaching English subject so as to improve the performance of the students. MULTIMEDIA TECHNOLOGY is the answer. The researcher believes that the ability to incorporate educational opportunities that multimedia technology promises will tremendously be the key ingredients in making it possible for English Teachers to address core educational challenge. Moreover, multimedia technology is utilized for the upliftment of modern styles. It somehow satisfies both visual and auditory sense of the students. With the spread and development of English around the world, it has been learned and used by more and more learners. Nonetheless, multimedia technology applies interactive computer elements such as graphics, text, video, sound and animation to deliver a message. On the wings of change the use of multimedia technology should be a must for English teachers because in using such, pictures and images enrich the content of the subject matter. Through the whole interactive process, it can be visibly experienced that using multimedia is effective in nurturing students in learning the English subject at the same time enhances the teacher’s interest in teaching English. As Zhang (2010) points out, multimedia offers students rich resource materials-both authentic and instructional as well as attractive and friendly interface, vivid pictures, pleasant sounds which to a large extent overcomes the lack of authentic language environment and arouses students intense in learning the English subject. By far English teachers should already give walls to traditional teaching as it only gives the class monotony and boredom. They should try something new and different, something that captivates pupils’ attention and interest and that is MULTIMEDIA TECHNOLOGY. Come to think of this, traditional English teaching allows the teacher spend time on writing the vital language points and important information on the chalkboard. While, with the use of MULTIMEDIA TECHNOLOGY, the class becomes more attentive, more active and the teacher just uses the button and keyboard to show significant content in a few seconds. Moreover with the same courseware, the English teacher does not need to write some notes several times in different classes, hence saving time and energy. The researcher observes that pupils tend to be preoccupied with things not connected with the English subject, thus affecting their performance. Nonetheless, the pupils lack learning competencies especially in their grammar skills, noting details, sequencing events, and getting the main idea from a selection being read. Hence, MULTIMEDIA TECHNOLOGY is highly suggested as it increases students motivation to learn. (WanZek et. Al. 2008). With the above literature, the researcher aims to find out the effectivity of multimedia technology in improving the performance of Grade Six section 5 pupils of Mandaluyong Elementary School. Statement of the Problem This action research seeks to find out the effectiveness of multimedia technology as an intervention tool in improving the performance of Grade Six-5 pupils of Mandaluyong Elementary School. Specifically, the study aims to answer the following questions: 1. What is the extent of performance of Grade Six section 5 pupils before and after the use of multimedia technology? 2. Is there a significant difference between the extent of performance of Grade Six section 8 pupils in their English class before and after the use of multimedia technology? Significance of the Study The primordial objective of this study is to provide complete, balanced and modern concepts on the effective use of multimedia technology. Essentially, the researcher believes that result of this study will be significant to the following people: To the Pupils – they will be the direct recipients of the study, they will be more enthusiastic in the English subject upon experiencing multimedia technology in the classroom. To the English Teachers – they will have a better understanding on the use of multimedia technology thus enabling them to adopt such tool thereby improving their skills and strategies in teaching English. To the School Administrators – this study will be of great help as it will create a milleu of awareness about multimedia technology so that they can assist their teachers on the modern teaching of thupplement classroom activities. e English subject. To the Future Researchers – this will serve as a springboard for further research activities on the use of multimedia technology with the purpose of using it to s Conceptual Framework The use of multimedia technology is one effective tool in teaching English. It has to be affirmed that it really enhances pupils comprehension on the subject matter thus improving their performance. Expert and scholars say that multimedia assisted instruction certainly improve learning motivation and attention of learners increases interactivity, satisfies individualized demand and monitors the learning condition of the learner. The researcher will make use of a flow chart that will serve as his road map in coming out with the desired result. It will describe how he will introduce the use of multimedia technology as an intervention material in improving the performance of students in English. The flow chart shows how the result of pre-test will serve as a guiding factor for the researcher to think of the multimedia technology. From this, the improved performance of the pupils should be visibly reflected in their post test. Figure 1 shows the conceptual framework of the study.