The Importance Of Accuracy And Fluency

The Importance Of Accuracy And Fluency Accuracy and fluency are two key components of second language acquisition. In todays world, it seems that learning the usage of grammar and focusing on accuracy are emphasized by many language students over fluency. This topic of accuracy and fluency has been a controversial issue that has been discussed for many years. Although some formalists argue that learning a language means learning forms and rules, some activists take a different view and claim that learning a language means learning how to use a language (Eskey, 1983). Thus, this essay will argue that accuracy is not necessarily more important than fluency. It depends on learners needs and the purpose of instruction in second language acquisition. In order to demonstrate this, this essay will first focus on the importance of accuracy and fluency in English learning and show that they are both essential by looking at two different teaching methods. Second, it will turn to discuss both accuracy and fluency in term of learner goals, learner variables and instructional variables. Third, it will suggest what language teachers should do to deal with the issue and find the right balance between them. The importance of accuracy and fluency In this section, it will be argued that both accuracy and fluency are needed in second language acquisition. There has been much discussion about these two components, with arguments put forward in support of either one of the other. However, it will be shown that neither component is useful without the other. Early teaching methods promoted accuracy over fluency. For instance, the Grammar-Translation Method has been used by language teachers for many years. It is the traditional style of teaching method emphasizing grammar explanation and translation (Cook, 2001). In such a method, it is important for students to learn about the form of the target language. The role of the teacher is the authority. Students merely do what the teacher says and learn from the teacher, and many students consider that correct answers are essential. If they make errors or do not know an answer, it is the teachers duty to supply them with the correct answer. However, accuracy cannot be regarded as enough in language learning. According to Larsen-Freeman (2000), in the Grammar-Translation Method, the language that is used in class is mostly the students native language. In this case, there is much less attention to second language speaking and listening. When it comes to speaking and listening skills, fluency needs to be taken account in language learning. For this reason, other methods have emphasized fluency in language learning. It is clear that these approaches are built on learning the use of language not on learning the usage of it. For example, compared with the Grammar-Translation Method, Communicative Language Teaching (CLT) emphasizes the process of communication rather than just focusing on language forms (Larsen-Freeman, 2000). Since the concept of CLT places an emphasis on fluency, errors of form can be seen as a natural outcome of the development of communication skills. Another argument in favour of fluency is the implementation of language in an authentic environment. In the real world, language is mostly used to express feeling and thought (Eskey, 1983). When there is a purpose to exchange meaning, fluency is the key element during communication. While communicating with each other, foreign language learners often encounter the difficulty, that is, what they know how to say does not achieve their communicative intention. In order to bridge the gap of such discrepancy, learners may use communicative strategies, such as prediction to make the communication successful. This is because if communicators are in the same context, one may predict what the other is going to say next. For example, before the 2008 Olympic Games in Beijing, taxi drivers in Beijing were trained in order to obtain English speaking ability so that they could communicate with foreign tourists fluently. In this situation, although the taxi drivers were poor at grammar rules, they still can communicate with foreigners. This is because the driver can predict where the foreign passenger will go since their destination may be related to the Olympic Games. In this case, although some grammatical errors exist, communicators can still understand each other because they are in the same context. When listeners can not understand what speakers mean, they usually predict the following conversation and provide immediate response with speakers in the process of meaning negotiation. However, it must be remembered that the achievement of this level of communicative competence does not mean an equal one of grammatical competence (Eskey, 1983). As Eskey (1983: 319) claims, fluency in a language is no guarantee of formal accuracy. A realistic concern is that focusing on fluency may cause the significant effect on accuracy. According to Eskey (1983: 319), rewarding a learners fluency may, in some cases, actually impede his or her achievement of accuracy. For example, in order to get meaning across, language learners find the words, but they either pronounce them wrongly or put them together inappropriately. Such problem happens due to the fact that they can speak English continually but express themselves poorly. Thus, although accuracy is not enough by itself, it is still considered as necessary in language learning. Although learners can still communicate the message to make sense without correct form, it can not be denied that in order to use the language, learners still need to be able to convert linguistic forms into the ability to actually use then. Therefore, when using CLT approach, correcting for accuracy will still be offered by teachers. Although prediction in communicative context may benefit successful communication, fluency is not enough in this circumstance. Without accuracy, misunderstanding may occur because of misspelling, poor pronunciation and grammatical structures. It is therefore clear that as language teachers, both fluency and accuracy must be equally concerned in teaching students to use a language. The elements towards focusing on accuracy and fluency As the first section has mentioned, both accuracy and fluency are needed in the process of language learning. In this section, it will be argued that although these two components are equally necessary, there are three elements that may influence focus on them. The first element to consider is learner goals. It is suggested that many ESL teachers facilitate their students to develop communicative competence to really use the language for authentic purpose. Nonetheless, what students learn from the teacher may not be the outcome that the teacher supposes them to acquire. For example, if Thai children learn English in a rural Thai village, the outcome of language achievement may not all be positive. This is because these children do not need to use English as a tool in their daily life. In contrast, if Thai children learn English in order to sell products to foreigners, then there may be concern about a purpose for communicative competence. Moreover, if they want to pursue higher education in England, accuracy needs to be focused in language learning. Therefore, it seems that the need for accuracy and fluency relates to what goals learners want to achieve. It is considered that learner variables are also a key element which influences the focus on accuracy or fluency. According to Celce-Murcia (1985), a strategy guideline is provided to assist teachers in determining what degree they ought to focus on form in their own classes. In his study, learner variables include age, proficiency level and educational background. It is noted that every individual learns in different ways. Compared with adolescents and adults, young children seem to be more holistic in learning a concept instead of doing apparent analysis. This is because they are too young to analyse the structure of a language. Therefore, if young ESL learners are taught, it is most likely that little grammar instruction is needed. However, if the students are adolescents or adults, focusing on form may be more important. It is also suggested that education level is relevant to focus on accuracy or fluency. This is because teaching learners with preliterate level differs from teaching ones with literate level. If adults are at the level of beginners with little formal education, then focusing on form will be less important while fluency is the top priority. On the other hand, if the learners are at the intermediate or advanced level and are well educated, accuracy may be required and it may be necessary for the teacher to provide some feedback relating to form correction in order for them to make progress. Therefore, focusing on accuracy is not enough, fluency still needs to be concerned in terms of learners age, proficiency level and educational background. Moreover, instructional variables can be seen as the third element, which includes skill, register and need. It is suggested that the need of focus on accuracy and fluency also changes according to the purpose of the instruction. For instance, according to Celce-Murcia (1985), when the teacher is teaching receptive skills, such as listening or reading, the emphasis on form will be less important, since these skills require competence primarily in word recognition. Nevertheless, this does not mean accuracy can be neglected, because when knowing grammatical structure, learners can build up logical connection between sentences, which facilitates both listening and reading comprehension. On the other hand, if the teacher is focusing on productive skills, such as speaking and writing, then formal accuracy will become an essential concern. In addition, it has to be remembered that fluency is still needed for communication purpose. This is because if the teacher is offering a conversation class which purpose is for learners to really use the language to communicate with others, then fluency will be emphasized. Furthermore, if the learners immediate need is survival communication, formal accuracy is less focused. On the other hand, if the learner wants to use the language in a professional field, such as writing an academic essay or being a diplomat, then a high degree of formal accuracy is essential. The higher the stakes, the more likely that accuracy will be important (Eskey, 1983: 318). Therefore, it is clear that both accuracy and fluency are needed and whether focusing on accuracy or fluency depends on learner needs and course objectives. Approaches of finding balance between accuracy and fluency a) Course design and needs assessment Based on these three elements mentioned above, it is suggested that teachers should find the right balance between accuracy and fluency. Eskey (1983) argues that: Teachers must be prepared to deal with students who know grammar rules but can not speak the language fluently; likewise, they must also be prepared to deal with students who are fluent but not accurate (Eskey, 1983). In order to balance accuracy and fluency in language learning and teaching, it is suggested that both these components need to be taught in the process of learning situation. Thus, in this section, it will suggest methods of keeping a balance between accuracy and fluency in term of course design and needs assessment. It has been argued that many language learners have learned grammar rules, but when they want to express themselves, they do not have enough authentic experience of using languages (Celce-Murcia, 1985). Such result may be due to the fact that teaching materials does not provide learners with the context relevant to the communicative situation. In order to solve this problem, Celce-Murcia (1985) suggests an integrating grammar instruction into a communicative curriculum providing purposeful task-based discourse samples. For example, for the general purpose language learners, their beginning level course may start with teaching grammar-meaning correspondences, such as present tense versus past tense. By giving the time frame, students can easily distinguish the difference between these two tenses. After that, students are then taught grammar-function correspondences, such as the tone of must is stronger than need to. As soon as these two basic levels have been established, the teacher can offer discourse-level grammar, such as use of conjunctions. In this case, students not only acquire the grammar rules which focus on accuracy but also apply it for purposeful discourse which focuses on fluency. By this course designed to integrate form, meaning and content, it is possible for learners to balance accuracy and fluency in the communication (Celce-Murcia, 1985). However, there is a simple question about why learners need to balance accuracy and fluency. The answer to this question relates to English for specific purpose (ESP). According to Hutchinson and Waters (1987), courses should be designed to meet learners needs. This may suggest that language teachers should note which learners need more attention on accuracy or fluency. To achieve this goal, for instance, teachers need to gather information about learners needs on accuracy and fluency and identify their target situation by using questionnaires, interviews, observation and informal consultations with learners before a course. Having done this, teachers analyse strategies required to cope in target situation, and then create syllabus which is a document saying which aspect needs more effort on accuracy or fluency. After that, select and design materials to focus on these strategies in syllabus. Finally, after teaching the materials, teachers establish evaluation procedures to test lear ners acquisition of accuracy and fluency (Hutchinson and Waters, 1987). b) Evaluation and feedback In this section, it will be argued that course design and needs assessment are not enough. The evaluation and feedback afterwards from learners can also help teachers find the right balance between accuracy and fluency. Evaluation can be defined as a whole process of action which begins with decision of information gathering and ends with change in current courses or influence on future ones (Dudley-Evans and St John, 1998). According to Hutchinson and Waters (1987: 145), an ESP course, after all, is supposed to be successful. This is because it is designed for particular learners to achieve particular objective with language level of accuracy and fluency. There are two levels of evaluation. The first one is learner assessment. Students performance is assessed at strategic points, such as at the beginning and at the end of the course. This is because ESP concerns with the necessary skills for particular learners to carry out communicative tasks. This kind of assessment enables teachers to determine how much focus on accuracy and fluency is needed (Hutchinson and Waters, 1987). As ESP teachers, they need to consider if the objectives are too ambitious for learners. If so, the learners initial language competence may be overestimated. For example, a teacher designs a syllabus by analysing students needs. Students are expected to present written work and make an oral presentation in accurate English. After teaching, the teacher may find that serious weakness in grammar leads to unclearness of students oral presentation. Although the course contains the objectives of achieving certain level of accuracy and fluency, perhaps students achieve more on either one of them, and then students will require more specific help by teaching both accuracy and fluency used in the context relevant to their needs. The second one is course evaluation by learners. This helps teachers to demonstrate how well the course actually meets a particular educational aim. Therefore, evaluation not only reflects learners performance on accuracy and fluency during the process of learning but also shows how effective students feel the course was. In this case, if they feel the ESP course fails to meet their goal, then there must be something wrong with course design or methodology. It is therefore clear that both learner and course evaluation have a similar function in providing feedback on the ESP course (Hutchinson and Waters, 1987). Moreover, the feedback of the learning outcome is essential not only for students but also for teachers. This is because feedback reflects students learning achievement on accuracy and fluency and the effectiveness of teaching. Therefore, how to evaluate learning and teaching to obtain feedback is important to teachers. In order to find the balance between accuracy and fluency, evaluation and feedback are essential not only at the beginning of the course but also after the instruction. Conclusion In conclusion, although accuracy has been emphasised by many language students, as the three sections mentioned above, it can clearly be seen that both accuracy and fluency are important at different needs for different people of different priorities. Despite the fact that some arguments show that accuracy is essential for learners to acquire linguistic form to produce the language, this is not enough. Fluency is still needed considering the language implementation in an authentic environment. This essay has suggested that both accuracy and fluency are needed in second language acquisition. Whether to focus more on accuracy or fluency depends on learners needs and course objectives. Therefore, language teachers can find the right balance of accuracy and fluency by using an ESP approach to design courses relevant to the needs and objectives. Thus, these courses can maximise the effects of teaching and learning through evaluation and feedback. Although ESP can solve this problem, teachers ability to design the course should be taken into consideration. Therefore, it is suggested that teacher training program is certainly necessary and the real development may be made in the future.

What is the role of dreams in John Steinbeck’s novella :: English Literature

What is the role of dreams in John Steinbeck’s novella ‘Of Mice and Men’ In John Steinbeck’s novella, ‘Of Mice and Men,’ the role of dreams plays a very important part. The book was written during the ‘Great Depression,’ which occurred just after the well known ‘Wall Street Crash.’ The book Of Mice and Men was set in the depression of the 1930’s in California in a place called Soledad. Men travelled around looking for any work they could find, they had to leave families and their homes just to make money. Even firms and companies went bankrupt; these were depressing and desperate times, with no hope and definitely no future. The Great depression caused long-term unemployment, migration, poverty and many young men had to travel across the nation to find a job in places such as California. As a consequence to the Great Depression, almost all of the citizens of the United States lived lives that were filled with unfulfilled dreams. Without dreams, no one would have a reason to keep going. In this essay, I will look at several of the main characters, whose desire and vision of their dreams draws them together in the only way that it will counteract the loneliness of their existence. The thought of achieving a personal dream seems to be the driving force behind the American society during the era of the ‘Depression.’ This was a time when many dreams were created; dreams of being successful, owning a land and looking after animals or growing crops. The people who had these dreams were mostly ranch workers, or migrants, people who never stay in one place long enough to form ever-lasting relationships, hence the dreams of many of the ranch workers in this beautiful novel. The American Dream Everyone has a dream to strive for. The poor ranch hands wish to be their own bosses, and actually have stability. George and Lennie have a dream, even before they arrive at their new job on the ranch, to make enough money to live â€Å"off the fatta the land† and be their own bosses. Lennie will then be permitted to tend the rabbits. Candy, upon hearing about the dream, wants to join them so that he will not be left alone, especially after they killed his dog. From the 17th Century, when the first settlers arrived, immigrants dreamed of a better life in America. People went there to escape from persecution or poverty, and to make a new life for themselves. They dreamed of making their fortunes in the goldfields. For many the dream became a nightmare. The horrors of slavery, of the American Civil War, What is the role of dreams in John Steinbeck’s novella :: English Literature What is the role of dreams in John Steinbeck’s novella ‘Of Mice and Men’ In John Steinbeck’s novella, ‘Of Mice and Men,’ the role of dreams plays a very important part. The book was written during the ‘Great Depression,’ which occurred just after the well known ‘Wall Street Crash.’ The book Of Mice and Men was set in the depression of the 1930’s in California in a place called Soledad. Men travelled around looking for any work they could find, they had to leave families and their homes just to make money. Even firms and companies went bankrupt; these were depressing and desperate times, with no hope and definitely no future. The Great depression caused long-term unemployment, migration, poverty and many young men had to travel across the nation to find a job in places such as California. As a consequence to the Great Depression, almost all of the citizens of the United States lived lives that were filled with unfulfilled dreams. Without dreams, no one would have a reason to keep going. In this essay, I will look at several of the main characters, whose desire and vision of their dreams draws them together in the only way that it will counteract the loneliness of their existence. The thought of achieving a personal dream seems to be the driving force behind the American society during the era of the ‘Depression.’ This was a time when many dreams were created; dreams of being successful, owning a land and looking after animals or growing crops. The people who had these dreams were mostly ranch workers, or migrants, people who never stay in one place long enough to form ever-lasting relationships, hence the dreams of many of the ranch workers in this beautiful novel. The American Dream Everyone has a dream to strive for. The poor ranch hands wish to be their own bosses, and actually have stability. George and Lennie have a dream, even before they arrive at their new job on the ranch, to make enough money to live â€Å"off the fatta the land† and be their own bosses. Lennie will then be permitted to tend the rabbits. Candy, upon hearing about the dream, wants to join them so that he will not be left alone, especially after they killed his dog. From the 17th Century, when the first settlers arrived, immigrants dreamed of a better life in America. People went there to escape from persecution or poverty, and to make a new life for themselves. They dreamed of making their fortunes in the goldfields. For many the dream became a nightmare. The horrors of slavery, of the American Civil War,

Christopher Columbus: Hero or Zero

Christopher Columbus: Hero or Zero? In October we celebrate the man who found America. People are taught at a young age that Christopher Columbus was a hero when in fact he was a murderer. Yes, he found a land that was unknown to his people, but in his findings, he murdered, raped and enslaved the true natives of this country. Columbus and his men destroyed the civilizations, cultures, and land of the Native Americans. These actions should not be portrayed as heroic. When you read about his thoughts and actions during his voyages, you can see that Columbus was not civil towards the natives he encountered.When he first sighted what he called â€Å"Indians† he saw a group of unclothed people, their nakedness, to him, represented lack of culture and religion. To Columbus, this was an opportunity to spread the word of God and exploit the Native Americans. He thought they would be easy to defeat because of their apparent defenseless and a source of profit because the Native America ns could easily be enslaved. It clearly did not occur to Columbus to consider these people anything but slaves. His thoughts were only a fraction as to what was to come.In Columbus’s letters you can sense his arrogant attitude in claiming the lands he found. He wrote a letter telling of his discovery to his friend Luis de Santangel, in this letter he wrote, â€Å"And there I found very many islands filled with people innumerable and of them all I have taken possession for their Highnesses†¦Ã¢â‚¬  Columbus never considered the fact that these islands, and their inhabitants, were not his to take and change as he pleased. Columbus informed Spain of his new discovery when returned.He brought with him many new things, as well as kidnapped Indians to pay tribute to Spain and lionize himself. Any Indians that were not taken to Spain were made slaves on the islands. The settlers that came to the islands with Columbus were allowed to select any Indian they wanted for a slave. E nslavement was inevitable and no one seemed bothered by the mistreatment of the Native Americans. Columbus and his people deemed themselves as superior to them. Enslavement was not the only thing the Native Americans had to endure; Columbus also threatened and intimidated them and even tortured and killed them.Columbus felt Christians did no wrong so they never got punished for their inhumane actions towards Indians and he was in charge so he felt he could do as he pleased without consequence. Many people terrorized the Indians and instead of Columbus punishing the culprit he punished the Indian victims. Instances like that led to a war between Columbus and the settlers, and the Indians. Indians did not have the weapons necessary to defeat the settlers and were wiped out; those that were not killed were captured. Accounts of rape that Columbus and his men committed were reported by people who he traveled with.Columbus would pass captured native women out to his men so therefore they believed they did not need the women’s consent and as horrible as this seems, those were the less violent acts towards the Indians. Columbus and the settlers were very cruel. They would make examples out of Indians by doing things like cutting their hands off and telling them to share the message and they would slaughter entire villages including children. These are the acts that Columbus and his men partook in. Christopher Columbus should never have been nor should be considered a hero.He destroyed what he discovered, wiped out an entire population and never finished his goal of finding a route to Asia. How is that heroic?Works Cited â€Å"Marvelous possessions: the wonder of the New World† By Stephen Greenblatt ^quote on page 2 found on page 52^ â€Å"A short account of the destruction of the Indies† By Bartolome de las Casas Columbus: Letter to Louis De Santangel, 1493 http://www. wwnorton. com/college/history/ralph/workbook/ralprs19. htm â€Å"The mysterio us history of Columbus: an exploration of the man, the myth, the legacy† By John Noble Wilford

Should Euthanasia be Prohibited Essay examples - 1553 Words

Imagine a man, sixty years of age, who has just been told by a medical doctor that his wife of forty-three years has contracted an incurable and terminal disease. The medical doctor informs the man that his spouse’s condition will begin to deteriorate. The disease will lead to chronic acute pain in the body, followed by loss of motor functions, and eventually death. The man is living in the moment knowing that nothing can be done to prevent his wife’s disease from progressing, and in despair he chooses to over medicate her with painkillers. In his mind, the painkillers will allow her to evade pain and enter a realm of eternal sleep. This action is called euthanasia. Euthanasia is defined as â€Å"a deliberate act undertaken by one person with†¦show more content†¦The Hippocratic Oath, whether in its classical or modern version, has a set of ethical principles that doctors must uphold to the highest standards when caring for their patients. The practice of euth anasia, however, contradicts the very nature of the medical profession, which presupposes that doctors must always strive to protect and preserve life. In â€Å"Hippocrates Seduced,† Patrick Beeman mentions the classical version of the Hippocratic Oath that doctors recite upon graduation from medical school: I will follow that system of regimen which, according to my ability and judgment, I consider for the benefit of my patients, and abstain from whatever is deleterious and mischievous. I will give no deadly medicine to anyone if asked, nor suggest any such counsel; and in like manner I will not give to a woman a pessary to produce abortion. (17) Here, the Hippocratic Oath states that doctors should always act in the best interest of their patients and protect them from harm. They will not offer dangerous medication, nor persuade or coerce them to take it (Beeman 17). Administering lethal injections or drug dosages to terminally ill-patients for the purpose of hastening death is a violation of the principles enshrined in the Hippocratic corpus. Furthermore, the principles in the Hippocratic Oath, which doctors areShow MoreRelatedEuthanasia: The Second Death of Animals1000 Words   |  4 Pagesmake animals beautiful, but what pet’s body structure looks like should be learnt for s tudying the subject. She said all of the sacrificed animals for anatomy classes are abandoned animals. This is because, according to her, once abandoned animals are sent to an animal shelter, they will be euthanized unless they are adopted in 10 days. 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Categorising of employees - Free Essay Example

Sample details Pages: 10 Words: 2875 Downloads: 3 Date added: 2017/06/26 Category Law Essay Type Narrative essay Level High school Tags: Act Essay Did you like this example? LL.B (Wales) à ¢Ã¢â€š ¬Ã¢â‚¬Å" Employment Law Semester II à ¢Ã¢â€š ¬Ã¢â‚¬Å" Year III by Charis Lapertas Identify the definitions contained in section 230 Employment Rights Act 1996 and explain how statutes categorise those who are employees, workers, or otherwise engaged in the provision of services. The accurate and consistent interpretation of employment status of individuals insufficiently clear and userà ¢Ã¢â€š ¬Ã¢â‚¬Å"unfriendly as it may be, is of supreme importance in order to determine both their access to statutory rights but also to define the contractual arrangements under which such persons work. Although, as mentioned earlier, unclear and user unfriendly, may be, the employment status interpretation helps to determine who is responsible for matters such as liability for tax, national insurance contribution, injuries at the workplace or damages caused to others, what contractual rights the company is entitled in controlling the workersà ¢Ã¢â€š ¬Ã¢â€ž ¢ activities and what statutory rights as unfair dismissal, redundancy compensation, maternity rights, etc. Hence, working individuals wrongly defined whether innocently, by negligence or deliberately may be excluded from benefits or important rights at work. Don’t waste time! Our writers will create an original "Categorising of employees" essay for you Create order This statutory definition, broad as it may be, provides the necessary discretion of the judiciary to upgrade the law in view of the social and employment changes in such relationships.[1] Accordingly three broad categories/terms are used to describe the employment status of working people and classify them. According to the s 230 of the Employment Rights Act 1996 working people are classified as (a) employees (b) workers and (c) self-employed. The first type of employment is that of à ¢Ã¢â€š ¬Ã…“employeeà ¢Ã¢â€š ¬Ã‚  s 230 (1) who is defined as à ¢Ã¢â€š ¬Ã…“an individual who has entered into or works under (or where the employment has ceased worked under) à ¢Ã¢â€š ¬Ã‚ ¦ a contract of employment that is defined as a contract of service or apprenticeship, whether express or implied, and (if it is express) whether oral or in writing.à ¢Ã¢â€š ¬Ã‚  [2] The question whether a working individual is an employee or not can have serious implications on the rights he is enti tled to. Most working people have a contract of employment and are employees or, in the old-fashioned word still very occasionally used by some members of the judiciary until recently, servants. A builder building an extension to a house, a watch maker repairing a watch, or a plumber mending a tap are, however, more likely to be engaged on contracts for services that is, to be independent contractor.[3] The main traditional distinction centres around: (1) a contract of services (employee) and (2) a contract for services (independent contractor).[4] The second type of employment under which an individual (excluding à ¢Ã¢â€š ¬Ã…“shopworkerà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“betting workerà ¢Ã¢â€š ¬Ã‚ ) may be engaged is that of à ¢Ã¢â€š ¬Ã…“workerà ¢Ã¢â€š ¬Ã‚  as created by Statute. As defined in ERA 1996, s 230 (3) a worker is à ¢Ã¢â€š ¬Ã…“an individual who has entered into or works under a contract of employment or any other contract express or implied and (if it is expressed) whether oral or in writing whereby the individual undertakes to do or perform personally any work or services for another party to the contract whose status is not by virtue of the contract that of a client or customer of day profession or business undertaking carried on by the individual.à ¢Ã¢â€š ¬Ã‚  [5] This particular group of working individuals are entitled to some rights such as the right not to suffer unlawful deductions from pay. As mentioned earlier, an employee is someone who has entered or works under an  employment contract. Although all employees are workers, an employee has extra employment rights and responsibilities, which donà ¢Ã¢â€š ¬Ã¢â€ž ¢t apply to workers who arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t employees. On the other hand, a person is generally classed as a worker if: they have a  contract  or other agreement to do certain work or services personally for a reward whereby a contract doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t have to be written, their reward is for mo ney or a benefit in kind, e.g. the promise of a contract or future work, they only have a limited right to assign the work to someone else (à ¢Ã¢â€š ¬Ã‹Å"subcontractà ¢Ã¢â€š ¬Ã¢â€ž ¢), they have to appear whether want to or not, their employer has to have work for them to do for the duration of the contract or arrangements made, they arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t doing the work as part of their own limited company in an arrangement where the à ¢Ã¢â€š ¬Ã‹Å"employerà ¢Ã¢â€š ¬Ã¢â€ž ¢ is actually a customer or client. The third type of employment status under which individuals may be classified is that of à ¢Ã¢â€š ¬Ã…“self-employed.à ¢Ã¢â€š ¬Ã‚  Self-employed, are individuals who are in business for themselves. They have no contract of employment with employers, they are their own boss, they may be contractual to provide services over certain time for fee, pay their income tax and national insurance contributions. They have no employment rights, since they decide how much to charg e or when and how much holiday to take, they cannot be discriminated against and they are entitled to healthy and safe of working environment on their clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ premises.[6] Servants, employees, workers, independent contractors, workers on the lump, agency staff, part-time workers, temporary workers, zero-hours contract working, self-employed workers, homeworking, teleworking, etc, the list is endless.It is exactly the nature of labour, the ways working patterns and relationships have developed that has caused difficulties in establishing a clear definition of employment status. This diversity of relations, with atypical forms of working becoming ever more typical,and new forms of business structures with agency work and bi-lateral, trilateral and even quadrilateral relationships coming to the attention of the courts (Evans v Parasol and another[2009] UKEAT 0536/08/2307), has made establishing clear rules even more problematic.[7] A variety of tests were develo ped by the courts in an effort to determine whether someone is employed or self employed. The numerous tests that have been developed are evidence that it is difficult to categorise working individuals. One of the main reasons for the numerous tests is the speed in which employment changes and, therefore, the courts have to constantly update their methods in order to accommodate the change. Moreover, many forms of employment, facts, arguments, policies, have been traversed by the courts and as a result attempts to revise, refine and upgrade were made in an effort to assist both the courts and the parties in their efforts to determine the employment status of working individuals more effectively and reliably. The main tests developed by the courts can be briefly summarized in chronological order, since the courts had difficulty in categorising working individuals in the constantly changing employment environment as follows.[8] The first test used to determine whether someone wa s an employee was the control test. It originates in the case of Yemens v Noakes (1881) focused entirely upon the degree of control the employer had over the worker, a large measure of control, i.e. where it could be said that the employer could stipulate not only what was to be done but how it was to be done, indicated a contract of employment, given that the exercise by lesser control would lead to self-employment.[9] Further, complications with this test arose with the increase in skill professions such as doctors, nurses; etc. The control test was taken to its logical conclusion when a court held that nurses were not employees of a hospital when carrying out duties in the operating surgeon and not from the hospital authorities, Hillyer v Governors of St Bartholomewà ¢Ã¢â€š ¬Ã¢â€ž ¢s Hospital (1909). This rigidity led to criticism in Lindsey County Council v Mary Marshal (1937). As the pace of technological change hastened, it became obviously unrealistic to conceive of the e mployer having the knowledge to control many of its increasingly highly skilled employees. Consider for example the case of a surgeon, a research chemist, or an airline pilot, whose know-how is far beyond that of their employers. The breakthrough towards a more realistic approach came in a series of cases round 1950à ¢Ã¢â€š ¬Ã¢â€ž ¢s in which hospitals were held vicariously liable for the acts of surgeons, radiographers and other specialist (for example Cassidy v Ministry of Health (1951)). It would be a mistake, however, to think that this was a change brought about entirely by technological and other forms of advance, (Wedderburn, Lewis and Clark). Very early cases were often concerned with employees who were more skilled than their employers.[10] However, in the middle of the last century, the courts were reluctant to disregard the element of control, and the result was that it became one of a number of factors, although sometimes still the determining one (see Montgomery v J ohnson Underwood Ltd, 2001). Thus Lord Thankerton, in Short v J W. HendersonLtd (1946), looked at whether the putative master had the power of selection of this servant, the right to control the method of doing the work, and the right of suspension and dismissal. Only if these plus other relevant questions, such as form of employment (full-time or part-time), self-employed temporary workers, wages or other remuneration, existence of employment contract, etc, were answered convincingly, would a contract of employment exist. As these notions developed, two general criteria that of integration and that of economic reality came into use.[11] The integration test set out in 1952, where Denning LJ considered that the most critical question was whether the person under consideration was fully integrated into the employerà ¢Ã¢â€š ¬Ã¢â€ž ¢s organisation, Srevenson Jordan and Harrison Ltd v Macdonald and Evans (1952). A chauffeur, a shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s master and a reporter on the st aff of a newspaper were thus all employed under a contract of service and were, therefore, employees, but a shipà ¢Ã¢â€š ¬Ã¢â€ž ¢s captain, a taxi driver and a newspaper contributor were hired under a contract for services and were, therefore, independent contractors. He detected that: à ¢Ã¢â€š ¬Ã…“one feature which seems to run through the instances is that, under a contract of service a man is employed as part of the business and his work is done as an integral part of the business but under a contract for services his work, although done for the business is not integrated into it but only accessory to it.à ¢Ã¢â€š ¬Ã‚  In a later case, Bank voor Handel en Scheepvaard NV v Slatford (1953), reversed by the House of Lords (1954), Denning LJ reformulated the question of whether the worker was part and parcel of the employers organisation. The great drawback of this approach lies in its failure to define exactly the meaning of integration and organisation. Indeed, it has been doubted whether Denning intended to lay down such a test more on a desire to retain the control test than on a correct interpretation of the judgement in Stevenson itself.[12] This led to the 1960s. The judiciary recognised that no single test or set of criteria can be decisive and began to identify more sophisticated tests in recognition of the increasing complexity and diversity of an educated, professional workforce. Thus, the adoption of something similar to the American notion of an economic reality composite test clearly illustrated as applied in the most significant case Ready-Mixed Concrete (South East) Ltd v Minister of Pensions and National Insurance[1968]. Following a question as to who was responsible for the payment of tax and National Insurance contributions of so-called owner drivers, McKenna J identified the following three questions for a contract of service: (a) The servant agrees that, in consideration of a wage or other remuneration, he will provide his own wo rk and skill in the performance of some service for his master; (b) He agrees, expressly or impliedly, that in the performance of that service he will be subject to the others control (implied submission to control) in a sufficient degree to make that other master; and (c) The other provisions of the contract are consistent with its being a contract of service (nothing inconsistent with employment).[13] On the facts, his Lordship decided that the workers were independent contractors, most particularly because the third test (c) was not satisfied since most of the terms pointed to a contract of service. Moreover, in Hall v Lorimer [1994], LJ Nolan says that à ¢Ã¢â€š ¬Ã…“it implies a test of economic dependence, in the sense that employee status is the result of the extent to which the individual is dependent or independent of a particular paymaster for the financial exploitation of his talent.à ¢Ã¢â€š ¬Ã‚ [14] However, in practice, it may not always be possible to identify the genuine self-employed. Some self-employed may have a relationship of economic dependence on an employer.[15] With the advent of the flexible workforce, courts have faced new problems in deciding the nature of the relationship between parties where the worker (e.g. workers, homeworkers and some catering workers) regularly although not continuously performs certain tasks for the employer.The difficulty is that while the work is done regularly, and there is an expectation that it will continue to be offered to and performed by the same people in the future, there is no binding legal obligation either on the employer to offer it or on the workers to perform it in the future. This has led to much judicial discussion of whether mutuality of obligation is a necessary factor for the existence of an employment contract.[16] The issue arose directly, however, in Oà ¢Ã¢â€š ¬Ã¢â€ž ¢kelly v Trusthouse Forte [1983], where the industrial tribunal held that there was no legal mutual obl igation, although the economic power of the employer and corresponding weakness of the workers meant that in practice the workers were obliged to accept work when it was offered. Largely because of this, they held that the workers were not employees, a decision upheld eventually by the Court of Appeal.[17] It is necessary that mutuality of obligation exist in order for a contract of service to arise. This fundamental point was stressed by the Court of Appeal in Clark v Oxfordshire Health Authority [1998]. It was held that the nurse was was not an employee because there was no mutuality of obligation since she could refuse work as she wished. In the case of Carmichael v National Power plc [2000] Lord Irvine LC said it was necessary to consider not only the documents but also the way in which the relationship had worked in practice in deciding that, outside the period of actual work, there was no irreducible minimum of obligation on the part of the two parties so that no relationsh ip of employment was created.[18] The experience of using the tests examined above has shown the courts that it is not possible to focus on one particular aspect of the working relationship and to use that to determine whether or not there is an employment relationship. On that basis, the most commonly used test in the courts today is the multiple test. In using the multiple test the courts look at every aspect of the relationship as described, and use them to determine the nature of that relationship. This is best illustrated in the case of Ready-Mixed Concrete v Minister of Pensions (1968) which was analysed above.[19] Accordingly, the Court of Appeal has stated that any decision on employee status does not involve a mechanical checking off of factors. An overall view must be taken of the facts and circumstances (including whether or not the individual makes his or her own arrangements for tax and social security contributions). This overall view would involve weighing the s ignificance of particular factors and considering, if appropriate, the intentions of the parties of their behaviour. No factor is seen as sufficient in itself. Nevertheless, control, the payment of wages and mutuality of obligation are seen as essential in Hall (Inspector of Taxes) v Lorimer (1994).[20] Most employers expect that both employees and workers will personally undertake the work offered. The implication is that if there is no personal service then the person may be self-employed. However, in case law, there have been specific rulings which suggest that the issue is not clear-cut. In Express Echo Publications v Tanton [1999] the Court of Appeal ruled that: à ¢Ã¢â€š ¬Ã…“an irreducible minimum for their being a contract of employment is personal service; and that a provision in a contract allowing the substitution of a suitable person was fatal to him acquiring status as an employee.à ¢Ã¢â€š ¬Ã‚  Further, continuity of service is significant in three related res pects, (a) considering a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s status as an employee; (b) access to statutory rights, which may be service-related and (c) qualifying for employment benefits under a contract of employment (e.g. enhanced holiday entitlements, sick pay, access to flexible benefits).[21] From the above it can be argued that the employment relationship is contractual and two types of employment status have traditionally existed, that of the employee and that of the self-employed. However, the rise of the a-typical worker has led to the emergence of a third à ¢Ã¢â€š ¬Ã…“workerà ¢Ã¢â€š ¬Ã‚  category. This has created an additional tier which has made some workers more equal than others. Key issues for the employment relationship are determining who is an employee and who is a worker. A number of problems with both definitions of the categories and the current tests applied in case law have identified the need of reform to bring greater clarity and ensure consistency. [1] https://webjcli.org [2] https://www.thefriendlyemploymentlawyer.co.uk [3] Honeyball, S. (2012) Employment Law, 12th edition, Oxford University Press [4] Lecture handouts [5] Ibid 2 [6] www.gov.uk/employment-status [7] Ibid 4 [8] Ibid 4 [9] Ibid 4 [10] Ibid 3 at pg. 24-25 [11] Ibid 3 at pg. 25 [12] Bowers, J, 2002, Bowers on Employment Law, 6th edition, Oxford University Press, at pg. 15 [13] Ibid 3 at pg. 26 [14] Ibid 4 [15] Ibid 4 [16] Pitt, G, 1992, Employment Law, 1st edition, Sweet Maxwell, at pg. 48 [17] Ibid 16 at pg. 49-50 [18] Ibid 12 at pg. 23 [19] https://www.cipd.co.uk [20] Ibid 4 [21] Ibid 4

The Mass Killings The Holocaust Vs. The Rape Of Nanking

The Mass Killings: The Holocaust Vs. the Rape of Nanking Most people in the world never seem to realize the mass number of raping or killings that are going on around them. Meanwhile, during the holocaust, no one understood how much it was happening around them then either, except for the people it was happening to. Most people are aware of the savagery that occurred during the holocaust in Germany, but few have ever even heard of Nanjing, much less the rape of Nanjing. Both genocides share very close similarities, and they both also share their differences. While there were many similarities when it comes to the cruelty and degradation of the individuals that were involved, they were different. These events occurred for very different†¦show more content†¦They got tortured, brutally slaughtered, and raped. The perpetrators of the Holocaust are Adolf Hitler, all Nazi Soldiers, and SS/ Gestapo. The reason behind the blaming of Adolf Hitler is because at the time, he was their (german people) leader. He wanted a genetically perfect world. He murdered anyone who was different. Dark skinned people such as the Jews would be put in the concentration camps. They would be gassed, then thrown away like trash. All Nazi Soldiers are to blame because they murdered, kidnapped, and gassed the Jews.. The SS/ Gestapo are to blame because they were the special â€Å"Soldiers† that tortured the Jews and killed them. The perpetrators of the Rape of Nanjing would have to be Japanese soldiers and all Japanese Military. The reason behind their blame is they bombarded the city and slaughtered the innocent civilians, and they raped innocent woman and children. They even murdered newborn babies and fetuses. The Holocaust and the Rape of Nanjing were similar based on what was happening during the time of each event. During the Holocaust, the Jews had a loss of rights. Better well known as Nuremberg Laws. They lost their homes and had to live in what they called the ghettos. Numerous families were located in one house, there was no bathrooms, no showers, and they were not allowed to leave the â€Å"home.† Once they were taken from the Ghetto, their next trip was to the concentration camp, basically known as death chambers. They would take the Jews intoShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesprevious history combined. During the same time span, however, state tyranny and brutal oppression reached once unimaginable levels—in large part due to the refinement or introduction of new technologies of repression and surveillance and modes of mass organization and control. Breakthroughs in the sciences that greatly enhanced our understandings of the natural world and made for major advances in medicine and health care were very often offset by the degradation of the global environment and

Beyond Quality and Accessibility System †Free Samples to Students

Question: Discuss about the Beyond Quality and Accessibility System. Answer: Introduction The growth of technology, as well as the evolution of technology in the modern world, has arguably brought a great impact in different sectors among them been the education sectors. Studies have shown that technology has greatly influenced the students information seeking behaviors (Mills et al. 2014, p.327). Before then, many of academic research in institutions of higher learning were done under university libraries and were considered to be traditional methods of research. With advancement in technology or with increased technological change students information seeking behavior has greatly changed. Information seeking habits helps us to understand who needs what kind of information, why he needs the information, how the information would be found as well as the understanding of how the information will be evaluated and used by the students. It also explains the way people seek for and utilize information. This study will, therefore, provide an understanding of the impact or effec ts of information technology on information seeking behavior of individual students in the selected case of Holmes College. The Holmes Community College is an educational institution that was established in 1963. The institution is committed to providing the highest quality education to enable and empower its students to self-improvement irrespective of their gender, nationality or belief (Tahira Ameen, 2016, p. 111). The institution has continued to enjoy over 50 years of education excellence through developing from one level to the other. The success has regarding educational resource development has grown due to changes in technology that has had a great impact on information seeking behavior of the students. To understand the impact of the technological changes to students information seeking behavior, it is important to get an understanding of factors that give rise to a student perception of need of information, the factors that affect individuals perception for need as well as the understanding of the processes or actions involved in that response. Understanding the information needs of the studen ts in Holmes Community College calls for an individual student need across all disciplines, for instance, the information needs of a scientists student in the institution were found to vary from the information needs of a social scientist or humanities student. The information needs of the students dictated their information seeking behavior. An information need is an individual, groups or in this case a students desire to locate and obtain some useful information to satisfy their conscious or unconscious needs. Therese needs may be to research on given assignments, to obtain general knowledge about a certain topic or subject of interest, to establish whether some information is available or not, to improve their competencies in different fields and to get to understand the current issues (Zhang, 2014, p. 916). However, the student information seeking behavior is greatly influenced by their information need as well as their usage of the information. The revolution of the student information seeking behavior in Holmes Community College began with the use of library sources for information materials where students could search for this information from journals, periodicals, newspaper articles and other publications in the libraries. However, the amount of data required and the demand for more and new publications rose as t he existing ones could not meet the students or researchers demands as they were deemed insufficient and unreliable (Shah, 2014, p. 222). For instance, the information seeking behavior of a social scientist student from the institution showed that these types of students frequently visited their libraries daily and their preferred research method was through indexing and abstracting periodicals as well as citations in articles. The understanding and experience of information technology were limited to the institution in the last decade as compared to the current situation where most of the research work is being done in the school using information technologies through the use of networked computer systems (Mai, 2016, p.1). Such a move has been brought about by the increased need of information materials coupled with the increased publications which needed maintenance to avoid losing the information contained in publications. The growing data have been generated every day on education literature materials also necessitated for the use of information technologies or systems to improve the accessibility and access to the information. The factors that have been found to create a significant impact on students information seeking behavior include their educational background and cultural back ground as well as the surrounding environment and student participation. There are students in the institution who were found to embrace the use of the traditional information seeking other than the ones you have been doing. Therefore the students information seeking behavior will only be inclined towards the traditional methods of acquiring information (Soulier et al. 2014, p. 490). Their cultural backgrounds is also a key determinant in this case as the students with a cultural mindset tend to be more towards receptiveness compared to the open minded ideas of information seeking from liberal minds. These factors, therefore, have been found to have a very high positive impact on information needs as well as the information seeking behavior of students. It is, however, important to note that the level of access to information in addition to other aspects depends on the individual information seeking behaviors and skills (Conroy et al. 2014, p.651). The student information needs should, therefore, be specific and relevant to their research and therefore in order to fulfill these needs, the students interact with various online or digital sources. The pursuit of knowledge by the students of this college has therefore been revolutionized especially through the vast explosive of data, data accessibility through internet but the most important feature is to understand whether or not the information meets the student needs. The use of digital resources in this college is frequent however the college still needs an advanced training for using the digital or information technology resources (Holmes, and O'loughlin, 2014, p. 337). However, most technological changes have impacted or had a great impact on the social science students as well as the humanities researchers. The training would offer the students with an opportunity to learn more about how to conduct their research online or to use digital sources as well as how they could make the information available to them online more useful to them. Therefore the development and use of new technology in information seeking by students in colleges are seen as the source of totally new information seeking landscape (Pokhrel Herzog, 2014, p.184). The first major institutional, technological change that affected information seeking in colleges was the introduction of computers in the libraries which were characterized by the limited use of computers. These computers were able to capture the college information library catalog which made it much difficult for the students to access the catalogs of another branch of academics or public library or even any other library for that better. Therefore the computers needed in this case were supposed to provide a wide scope or collection of relevant materials for them to be more effective. The students were therefore limited to access certain sources of their information. The second technological change that had a great impact on Holmes Community College was the development of an online database which was more practicable which was developed through searching against other larger databases (Gropper 2014, p. 337). This was referred to as online searching but required more qualities which not every student had this, therefore, called for further training on the use of the internet or information technology to conduct academic research (Vigdor et al. 2014, p. 1108). Such a database would provide the students with a platform to search the required information through the established database in the information system. The other technological change was in the development of the internet and world web. This is normally considered to be the most significant development in technology that brought a great impact not only to the education world but the entire online research platform. The development of this website provided a platform where users of different information systems can use the internet features available to them such as Google (Spitzer 2014, p. 83). This product made research work easier as information was stored in this product database and was made available all the time for the users. It, therefore, enabled the students of this college as well as staff to gain access to information all over the world from anywhere. It made their learning easy, and students did not have to be much concerned with the issues of maintaining so many material publications. Since the idea of the problem of where to look for the information was solved, the students also suffered a major concern on where to save their research work once they are done. This however led to the development or the idea of creating digital libraries of all manner of both textual as well as the image material and also to create an online portal to access the resources (Poole and Sky-McIlvain 2014, p. 2). Such digital libraries allowed the institution to keep all its relevant information or documents online where they could be easily accessed or retrieved in the event of a need. The students could also save their data under such a digital library and be able to retrieve them when in need. Therefore, technological change has indeed revolutionized the information seeking behavior of students and particularly those of the above case study of Holmes Community College. A great transformation and change have been experienced from the traditional information seeking methods to online or internet and website information seeking methods (Alnahdi 2014, p. 2). The information has become more useful to the students as it was before as it can meet the needs of the user or the researcher. However more developments and more technological development, advancements and innovations have continued to be experienced, the management of the school should adopt a technology that supports the needs of the user. The technological changes have also changed the students mentality towards research which many were of the view that it is a hard or tough discipline just because they were unable to get the required information resource materials. Improved technology has made it easier for them to engage in more research work due to the availability of online research materials (Spivakovska et al. 2014, p.203). It is also important to note that information technology helped to remove disciplinary constraints. Such constraints required that some disciplinary required less extensive information gathering from the published resources. However, the success of the use of technology was found to be affected by lack of awareness of the relevant electronic resources. Conclusion Throughout the history of development, it is important to note that research forms an important part of daily lives of some people. The success of an educational institution in bringing up a generation that is all round is depended on the information they gain from their institution and how its applicable in different areas of their life. Technological change has played an important role in the development and understanding of information seeking behavior of students. It is the need of the information that dictates how a student will interact with certain information. The effectiveness of technological change is achieved in education if the needs of the supporters have been met as well as the purpose intended. Holmes Community College has therefore continued to enjoy years of excellence in the provision of highest quality education which has helped many students to seek self-improvement. List of References Alnahdi, G., 2014. Assistive technology in special education and the universal design for learning. TOJET: The Turkish Online Journal of Educational Technology, 13(2). Conroy, D.E., Yang, C.H. and Maher, J.P., 2014. Behavior change techniques in top-ranked mobile apps for physical activity. American journal of preventive medicine, 46(6), pp.649-652. Gropper, R.J., Gotlieb, H., Kronitz, R. and Tannock, R., 2014. Working memory training in college students with ADHD or LD. Journal of Attention Disorders, 18(4), pp.331-345. Holmes, K.M. and O'loughlin, N., 2014. The experiences of people with learning disabilities on social networking sites.British Journal of Learning Disabilities, 42(1), pp.1-5. Mai, J.E., 2016. Looking for information: A survey of research on information seeking, needs, and behavior.Emerald Group Publishing. Mills, L.A., Knezek, G. and Khaddage, F., 2014. Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning. Computers in Human Behavior, 32, pp.324-334. Pokhrel, P., Little, M.A. and Herzog, T.A., 2014. Current methods in health behavior research among US community college students: a review of the literature. Evaluation the health professions, 37(2), pp.178-202. Poole, B.J. and Sky-McIlvain, E., 2014.Education for an information age. Shah, C., 2014.Collaborative information seeking.Journal of the Association for Information Science and Technology, 65(2), pp.215-236. Soulier, L., Shah, C. and Tamine, L., 2014, July.User-driven system-mediated collaborative information retrieval.In Proceedings of the 37th international ACM SIGIR conference on Research development in information retrieval (pp. 485-494).ACM. Spitzer, M., 2014. Information technology in education: Risks and side effects. Trends in Neuroscience and Education, 3(3), pp.81-85. Spivakovska, E., Osipova, N., Vinnik, M. and Tarasich, Y., 2014, June. Information competence of university students in ukraine: development status and prospects. In International Conference on Information and Communication Technologies in Education, Research, and Industrial Applications (pp. 194-216).Springer, Cham. Tahira, M. and Ameen, K., 2016. Information needs and seeking behavior of science technology teachers of the university of the Punjab, Lahore. Pakistan Journal of Information Management Libraries (PJIML), 10. Vigdor, J.L., Ladd, H.F. and Martinez, E., 2014. Scaling the digital divide: Home computer technology and student achievement.Economic Inquiry, 52(3), pp.1103-1119. Zhang, Y., 2014. Beyond quality and accessibility: Source selection in consumer health information searching. Journal of the Association for Information Science and Technology, 65(5), pp.911-927.