German Proficiency Tests and Certification

At some point in your study of the German language, you may want to, or you might need to take a test to demonstrate your command of the language. Sometimes a person may want to take it for his or her satisfaction, while in some cases a student may be required to take a test such as the Zertifikat Deutsch (ZD), the Großes Sprachdiplom (GDS), or the TestDaF. There are more than a dozen tests you can take to certify your proficiency in German. Which test you take depends on several factors, including for what purpose or for whom you are taking the test. If you plan on attending a German university, for instance, you need to find out which test is required or recommended. While many colleges and universities have their in-house proficiency tests, what we are discussing here are established, widely recognized German tests offered by the Goethe Institute and other organizations. A standardized test such as the widely accepted Zertifikat Deutsch has proven its validity over the years and is recognized as certification in many situations. However, it is not the only such test, and some of the others are required instead of the ZD by some universities. There are also specialized German tests, particularly for business. Both the BULATS and the Zertifikat Deutsch fà ¼r den Beruf (ZDfB) test a high level of language competency for business German. They are only suitable for people who have the appropriate background and training for such a test. Test Fees All of these German tests require payment of a fee by the person being tested. Contact the test administrator to find out the cost of any test you are planning to take. Test Preparation Since these German proficiency examinations test general language ability, no one book or course prepares you for taking such a test. However, the Goethe Institute and some other language schools do offer specific preparatory courses for the DSH, GDS, KDS, TestDaF, and several other German tests. Some of the tests, particularly the business German tests, provide specific requirements (how many hours of instruction, type of courses, etc.), and we outline some of that in the following list. However, you need to contact the organization that administers the test you want to take for more detailed information. Our list includes Web links and other contact information, but one of the best sources of information is the Goethe Institute, which has local centers in many countries all over the globe, and an excellent Web site. (For more about the Goethe Institute, see my article: Das Goethe-Institut.) BULATS (Business Language Testing Service) Organization: BULATSDescription: The BULATS is a worldwide business-related German proficiency test administered in cooperation with the University of Cambridge Local Examinations Syndicate. Besides German, the test is also available in English, French, and Spanish. BULATS is used by organizations to assess the language skills of employees/job applicants in a professional context. It comprises several tests that can be taken separately or in combination.Where/When: Some Goethe Institutes around the world offer the German BULATS test. DSH - Deutsche Sprachprà ¼fung fà ¼r den Hochschulzugang auslà ¤ndischer Studienbewerber (German Language Test for College Admission for Foreign Students) Organization: FADAFDescription: Similar to the TestDaF; administered in Germany and by some licensed schools. The DSH examination is used to prove an international students ability to understand lectures and study at a German university. Note that, unlike the TestDaf, the DSH may be retaken only once!Where/When: Usually at each university, with the date set by each university (in March and September). Goethe-Institut Einstufungstest - GI Placement Test Organization: Goethe InstituteDescription: An online German placement test with 30 questions. It places you in one of the six levels of the Common European Framework.Where/When: Online at any time. Großes Deutsches Sprachdiplom (GDS, Advanced German Language Diploma) Organization: Goethe InstituteDescription: The GDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Università ¤t, Munich. Students taking the GDS must be virtually fluent in German as it is rated (by some countries) as being the equivalent of German teaching qualification. The exam covers the four skills (reading, writing, listening, speaking), structural competence and dictation. In addition to spoken fluency, candidates will need advanced grammatical ability and be capable of preparing texts and discussing issues about German literature, natural sciences, and economics.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Kleines Deutsches Sprachdiplom (KDS, Intermediate German Language Diploma) Organization: Goethe InstituteDescription: The KDS was established by the Goethe Institute in cooperation with the Ludwig-Maximilians-Università ¤t, Munich. The KDS is a German language proficiency test taken at an advanced level. The written test involves the understanding of texts, vocabulary, composition, understanding instructions, as well as exercises/questions about specifically chosen texts. There are also general questions on geography and German culture, plus an oral exam. The KDS satisfies university language entrance requirements.Where/When: The GDS can be taken at Goethe Institutes and other testing centers in Germany and other countries. Tests are held in May and November. OSD Grundstufe Ãâ€"sterreichisches Sprachdiplom Deutsch - Grundstufe (Austrian German Diploma - Basic Level) Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: The OSD was developed in cooperation with the Austrian Federal Ministry of Science and Transport, the Federal Ministry for Foreign Affairs and the Federal Ministry of Education and Cultural Affairs. The OSD is a German language proficiency exam which tests general language skills. Grundstufe 1 is the first of three levels and is based on the Council of Europes Waystage Level specification. Candidates should be capable of communicating in a limited number of everyday situations. The exam comprises both written and oral elements.Where/When: At language schools in Austria. Contact the Ãâ€"SD-Prà ¼fungszentrale for more information. OSD Mittelstufe Austrian German Diploma - Intermediate Organization: Ãâ€"SD-Prà ¼fungszentraleDescription: Candidates must be able to handle a level of German beyond everyday situations, including intercultural skills. See the listing above for more about the OSD. Prà ¼fung Wirtschaftsdeutsch International (PWD, International Test for Business German) Organization: Goethe InstituteDescription: The PWD was established by the Goethe Institute in cooperation with Carl Duisberg Centers (CDC) and Deutscher Industrie-und Handelstag (DIHT). It is a German business proficiency test taken at an intermediate/advanced level. Students attempting this examination should have completed 600-800 hours of instruction in German business and economics. Students are tested on subject terminology, comprehension, business letter standards, and proper public relations. The examination has both written and oral components. Students attempting the PWD should have completed a course in intermediate business German and preferably an advanced language course.Where/When: The PWD can be taken at Goethe Institutes and other testing centers in Germany and other countries. TestDaF - Test Deutsch als Fremdsprache (Test (of) German as a Foreign Language) Organization: TestDaF InstituteDescription: The TestDaF is a German language proficiency test recognized by the German government. The TestDaF is most commonly taken by people who want to study at the university level in Germany.Where/When: Contact the Goethe Institute, other language schools, or a German university for more information. Zentrale Mittelstufenprà ¼fung (ZMP, Central Intermediate Test) Organization: Goethe InstituteDescription: Accepted by some German universities as proof of German proficiency. The ZMP was established by the Goethe-Institut and can be attempted after 800-1000 hours of advanced German language instruction. The minimum age is 16. The examination tests reading comprehension, listening, writing skills, and verbal communication at an advanced/intermediate level.Where/When: The ZMP can be taken at Goethe Institutes and other testing centers in Germany and other countries. Contact the Goethe Institute for more information. Zentrale Oberstufenprà ¼fung (ZOP) Organization: Goethe InstituteDescription: Candidates must show they have a good command of the regional variations of standard German. Must be able to understand complex, authentic texts and to express themselves accurately both orally and in writing. Level compares with that of the Kleines Deutsches Sprachdiplom (KDS). The ZOP has a written section (text analysis, tasks that test the ability to express oneself, essay), listening comprehension, and an oral examination. Passing the ZOP makes you exempt from the language entrance examinations to German universities.Where/When: Contact the Goethe Institute. Zertifikat Deutsch (ZD, Certificate German) Organization: Goethe InstituteDescription: Internationally recognized proof of basic working knowledge of the German language. Candidates must be able to deal with everyday situations and have a command of basic grammatical structures and vocabulary. Students who have taken about 500-600 class hours can register for the exam.Where/When: the examination centers set ZD exam dates. As a rule, the ZD is offered one to six times per year, depending on location. The ZD is taken at the end of an intensive language course at a Goethe Institute. Zertifikat Deutsch fà ¼r den Beruf (ZDfB, Certificate German for Business) Organization: Goethe InstituteDescription: A special German test aimed at business professionals. The ZDfB was developed by the Goethe Institute and the Deutsches Institut fà ¼r Erwachsenenbildung (DIE) and is currently being administered by the Weiterbildungstestsysteme GmbH (WBT). The ZDfB is specifically for those students interested in business relations. Students attempting this exam should have already completed an intermediate level course in German and additional courses in business.Where/When: The ZDfB may be taken at Goethe Institutes; Volkshochschulen; ICC members and other testing centers in over 90 countries.

Prima Facie The Spitzenkandidaten Election Model Is Not...

Prima Facie the Spitzenkandidaten election model is directly democratic, however, in practice this system is not without flaws. Electoral participation remained at record low levels when it was first introduced in 2009 and the following elections of 2014, at 43%. This low voter turnout illustrates that those who believed that Spitzenkandidaten would increase public interest and promote a pan-European debate about the future of the EU were clearly mistaken. The effectiveness of this voting system is much debated. From, aggregate election results it is clear that, such a system of voting continues to be akin to second order theory for two reasons. Firstly, low voter turnout exemplifies that citizens are disillusioned by politics at a European level and hence true voting patterns are skewed, as it is more likely for citizens with vested interests to vote at a European level. This has the adverse effect on European Integration through paving the way for Eurosceptic parties into the EP, whose representation is considerable in the current parliamentary formation. This is exemplified by the fact that the success of Eurosceptic parties was interdependent on the suffering of governing parties. For example the conservatives coupled with the liberal democrats in the UK lost 30%age points since the general election of 2010. The two Dutch governing parties suffered the same losses as compared to the 2012 Dutch general election. Finally, the governing parties of France and Spain lost

The Vocabulary Acquisition Of Children Education Essay Free Essays

string(112) " characteristics of anticipation in efficient lexical acquisition to be used in bilingual and monolingual kids\." A individual ‘s vocabulary is the set of words that they are familiar with. It normally grows and evolves with age and serves as a utile medium for communicating and geting linguistic communication. One ‘s working vocabulary may non be representative of one ‘s entire cognition of a linguistic communication. We will write a custom essay sample on The Vocabulary Acquisition Of Children Education Essay or any similar topic only for you Order Now Vocabulary can be improved by exposure to new linguistic communication information. In mundane conversation we speak of vocabulary in the singular ; we speak of a individual ‘s vocabulary. This is really an simplism. The American Heritage Dictionary defines vocabulary as â€Å" the amount of words used by, understood by, or at the bid of a peculiar individual or group. † Harmonizing to Nation ( I. S. P. Nation 2001 ) , vocabulary acquisition includes three procedures, viz. detecting, retrieval, and originative ( productive ) usage. 1.2 Statement of the job For the first five old ages or so of their childhood, kids are involved in the procedure of geting a significance or unwritten vocabulary -words that they understand when they hear them and that they can utilize in their address. During this period, kids basically do non hold literate vocabularies. Most kids get reading and composing accomplishments upon come ining school. So, for really immature kids, their significances of vocabularies are much larger than their literate vocabularies. Therefore this survey is an effort to look into vocabulary acquisition among kids between one to five old ages old. 1.3 Aims The aim of this survey is: To determine vocabulary acquisition among 1-5 old ages old kids with different background. 1.4 Research inquiries What are the differences between the two kids in term of their vocabulary acquisition? How does the kids ‘s background act upon their English vocabulary acquisition? Does a bilingual kid perform better in their vocabulary acquisition? 2.0 REVIEW OF LITERATURE 2.1 Children Vocabulary Acquisition Broad definition of vocabulary is the cognition of words and word significances. Longman Dictionary of Contemporary English defined vocabulary as all words that person knows or uses. Vocabulary acquisition is lingual accomplishment that is truly of import and complex acquired by kids and grownups. For the first five old ages of kids ‘s lives, they are involved in the procedure of geting a significance or unwritten vocabulary which contain words that they understand when they hear them and they can utilize in their day-to-day address ( Pikulski A ; Templeton, 2004 ) . From a survey done by MacWhinney ( 1998 ) , it appeared that babies learned to go to to and bring forth linguistic communication with easiness, but to get a linguistic communication is non an easy undertaking ( Phythian-Sence A ; Wagner, 2007 ) . Before kids can larn to pass on with words, their gestures signal an apprehension of linguistic communication. A kid is said to hold acquired vocabulary when he or she n on merely merely link spoken sounds with objects and events in the environment, but besides understand that words mention objects and constructs ( Phythian-Sence A ; Wagner, 2007 ) . Leung ( 1992 ) in her survey explored vocabulary acquisition in unwritten contexts utilizing a repeated read-aloud with kids in kindergarten and first class. She found that read-aloud influenced kids ‘s acquisition of words for familiar constructs, but did non significantly act upon the acquisition of words stand foring unfamiliar constructs ( Phythian-Sence A ; Wagner, 2007 ) . In short, we can state that kids get new words with and without direct direction with environment influence their acquisition. 2.2 Parents and Economic Background Parents play an of import function in kids ‘s vocabulary acquisition. Parents help their kids learn about objects and actions through day-to-day conversation. At this point of clip, kids already exposed to a scope of vocabulary. Although research clearly stated that parents influenced the vocabulary acquisition of the kids, there are differences whether this occurs across households that vary in instruction and economic background. Hart and Risley ( 1995 ) in their survey found that, kids from lower income households used vocabulary that deficiency of rich content. In that survey, they besides stressed on the differences in kids ‘s vocabulary size due to socioeconomic position and other hazard factors. The consequence in their survey indicated that, kids who have from parents of professionals had a cumulative vocabulary of about 1,100 words, those from working category households had about 650 words, and those from welfare households had merely over 400 words ( Hart A ; Risley, 1995 ) . Many research found that kids from low-income environments score more ill on steps of phonemic consciousness and vocabulary during preschool and simple school. Raz and Bryant ( 1990 ) found such a strong association between household income, phonemic consciousness, and reading that they concluded that ascertained differences among SES groups in simple school could be explained by differences in consciousness and sensitiveness to phonemes in preschool as cited by Rush ( 1999 ) . Research by Dickinson and Tabors ( 2001 ) has shown that kids reared in lower-SES conditions develop vocabulary and linguistic communication usage more easy than kids from higher-SES families ( Sinatra, 2008 ) . New research done by Rowe and other research workers suggested that the income and instruction degrees of parents are connected to a babe ‘s accomplishments with gesturing, which in bend can bespeak whether a kid will develop strong linguistic communication abilities. Their find ings showed that during the first session, the kids from high-income families gestured 24 times, compared to 13 gestures from childs in low-income places. Then both groups were tested for vocabulary, the childs from the high-income households scored 117, compared to 93 in the other group ( 2009 ) . 2.3 Bilingualism and Vocabulary Acquisition There are two major beginnings of informations about optimum conditions for L1 vocabulary development: surveies of the place environments in which kids typically get big vocabularies and surveies of instructional patterns that support vocabulary ( Snow A ; Kim, 2007 ) . These types of informations are of import in back uping the vocabulary acquisition in first linguistic communication. Hart and Risley ( 1995 ) indicated that the best forecasters of immature kids ‘s vocabulary acquisition in L1 are the measure of address heard. Pearson and Fernandez ( 1994 ) suggested that these same characteristics of anticipation in efficient lexical acquisition to be used in bilingual and monolingual kids. You read "The Vocabulary Acquisition Of Children Education Essay" in category "Essay examples" Their findings concerned about the importance of the place linguistic communication environment in bilingual babies ‘ vocabulary development ( Snow A ; Kim, 2007 ) . Apart from that, vocab ulary acquisition is thought as holding two constituents which are larning new constructs and larning new phonological signifiers. So, a L2 scholar who has get many lexical points in L1 has the advantage that he or she needs to larn merely the new signifiers in the L2 while a kid who is monolingual has to get both of the constituents in larning lexical points of L2 ( Snow A ; Kim, 2007 ) . Bilingualism provides the advantages for kids ‘s vocabulary acquisition. Peal and Lambert ( 1962 ) are one of the earlier research workers to happen out the positive effects of intelligence for bilingualism. They conclude that bilingualism consequences in greater mental flexibleness and abstract thought. They besides suggested that bilingualism is non doing ‘confused believing ‘ but its improved thought ( Steinberg A ; Sciarini, 2006 ) . Quay ( 1992 ) in his survey showed that a Spanish-English bilingual kid acquired a figure of tantamount words in both linguistic communications and so about ever used the words right by linguistic communication context. His survey reported that the bilingual kid used words for which she knew a interlingual rendition equivalent ( that is, words with tantamount significances in the two linguistic communications ) in the appropriate lingual context as cited in ( Nicoladis A ; Secco, 2000 ) . As cited in Thordardottir, Weismer and Smi th ( 1997 ) , Garcia stated that, larning is to be facilitated under a bilingual status compared to a monolingual status in his research sing Empirical surveies of L2 vocabulary acquisition in minority kids geting English ( 1983 ) . 3.0 METHODOLOGY 3.1 Subjects The topics for this survey were two kids of 5 year-old. We managed to acquire a brace of kids which was a male child and a miss from the same cultural, Malay. These kids were the pupils of Makmal Taman Asuhan ( MTA ) which located following to Sultan Abdul Samad Library of Universiti Putra Malaysia. They were the pupils from the eventide session. Their background inside informations were stated as below: 1 ) Muhammad Haqeem bin Erman ( Subject A ) He was born on April 2, 2005 at Putrajaya. He lives at Bandar Baru Bangi. His male parent ‘s name is Erman bin Subri and he is Sarawakian. His female parent is Musliyana binti Mansor and she is a Johorian. His male parent works on his ain while his female parent is a science officer at Institut Biosains UPM. He loves watching televison and his favorite nutrient is egg curry. He is the lone kid in his household. Besides that, he speaks 2 linguistic communications, viz. Malay and English at place and even in schoolroom. 2 ) Nuradilla Umaira binti Dalha ( Subject B ) She was born on April 17, 2005 at Kajang, Selangor. She lives at Balakong. Her male parent is Dalha bin Abdul Halim while her female parent is Yammah binti Ahmad Ramlan. Her male parent works a clerk at Pejabat Pendaftar UPM. Her female parent is a full-time homemaker. Umaira has three siblings and she is the lone girl in the household. She is rather chatty among her friends. She merely speaks one linguistic communication which is Malay whether at place or in the schoolroom. 3.2 Instruments In order to obtain the informations, we have used slide show presentation which consisted of 40 images. We selected simple images to be presented to the kids so it would non be so hard for them to think. The images are runing from household members, animate beings, nutrient, fruits, transit, stationary and so on. Other than that, we besides used narrative book which contained images in it. Our purpose of utilizing the narrative book was non to inquire them to read the narrative, but we wanted to detect how they used the images in it to state a narrative. 3.3 Data aggregation processs Permission for carry oning this survey was obtained from Jabatan Pembangunan Masyarakat dan Perkembangan Keluarga ( JPMPK ) of Human Ecology Faculty by make fulling in the application signifier. In a hebdomad clip, we managed to acquire the permission from the section and an assignment was set up with the instructor at Makmal Taman Asuhan to happen a suited day of the month to carry on the survey. We did reference to her that we merely need to detect 2 kids in the schoolroom for our survey. As our agencies of roll uping informations was through observation, we used digital camera to enter the activity that we did with the kids. The first thing that we did with them was to compose their names on a piece of paper. Then, we put them together to watch a slide show presentation which has been prepared by us. During this session, both of them were asked to state us what image was shown in the slide show. Following, we used the object available in their schoolroom and asked them the name of the objects. Both old Sessionss were done at the same time for the kids where they need to response to the inquiries on the same clip. After that, we continued with the narrative books. In this session, we asked them to state what image was contained in at that place and make a narrative based on the images that they have seen. In the last session, they were asked to sing any vocal that they knew. 3.4 Data analysis We transcribed the recorded observation into text. We did non transcribe every individual word that the both kids said, but we merely focused on the of import portion. Then, we organized the information into classs which based on the Sessionss that we had with them. There were chiefly 4 classs ; composing ain name, figure of English vocabularies, stating a narrative based on images in the narrative book and numeration Numberss. We analyze the information by utilizing Microsoft Office Excel 2007 and besides we did descriptive analysis. 4.0 RESULT Writing ain name Capable Description A Can compose his ain name with the aid from the interviewer. He seemed to cognize the letters that stood for his name Bacillus Can non compose her ain name yet and did non look to cognize the letters ; merely scribbled on the paper given to her Number of English Vocabularies Stating a Story based on Pictures in the Story Book Capable Description A Focus entirely on depicting the images, non seeking to lucubrate or state a narrative based on the images Bacillus Describe the images every bit good as state a narrative based on the images provided in the narrative book Counting Numbers Capable Numbers A â€Å" One, two, three, four, five, six, seven, eight, nine, 10s † Bacillus â€Å" Satu, dua, tiga, empat, Lima, enam, lapan†¦ . † 5.0 FINDINGS AND DISCUSSION 5.1 Effect of Bilingualism The consequence showed that Subject A had more English vocabularies compared to Subject B. Tracing back to Subject A ‘s background, he is a bilingual kid where he was brought up in 2 linguistic communications environment. He spoke both Malay and English linguistic communication at place and in the schoolroom. This state of affairs would do him had more exposure to English linguistic communication compared to Subject B. In the other manus, Subject B merely spoke Malay whether at place or in the schoolroom. She could be said as non holding adequate exposure to English linguistic communication. This state of affairs made her non competent in that linguistic communication. However, both topics knew about all the objects shown in the slide show presentation, the lone difference laid in the linguistic communication that they used to call the objects ; whether it was Malay or English. 5.2 Family background Based on the consequence, household background did influence kids ‘s vocabulary acquisition. Subject A ‘s parents have higher educational background compared to subject B ‘s parents as topic A ‘s parents are both diploma undergraduates, his female parent working as science officer at Institute Biosains UPM while his male parent working on his ain. On the other manus, capable B ‘s male parent is working as a clerk at Pejabat Pendaftar UPM and her female parent is a fulltime homemaker. This showed that parents ‘ educational background has influenced the kid ‘s vocabulary acquisition as topic A ‘s parents have the advantages in assisting him to get vocabulary in both linguistic communications. Their educational background has given subject A ‘s more chance to larn two linguistic communications at the immature age. Subject A was exposed to these linguistic communications, Malay and English, so that he can utilize both linguistic commu nications in geting his vocabulary. Subject B ‘s parents educational background is a small spot lower compared to Subject A ‘s parents and they are utilizing merely Malay Language at place, so she did non hold much chance to larn English at place. That ‘s why capable A utilizing Malay Language more when she responded to our inquiries. She had limited vocabulary in English compared to Subject B who was bilingual and had acquired vocabulary in English and Malay Language. Another ground that made topic A has more English vocabulary compared to subject B because topic A is the lone kid in his household, so all the attending will be focused merely on him. He besides socialized with grownups at his place so that he had more vocabulary while capable B ‘s had 3 siblings in her household and she was the lone girl. Capable B did non acquire much attending like topic A because there are another kids in her household. 6.0 Decision Based on the findings and treatment before, it shows that kids ‘s English vocabulary acquisition is influenced by their background. The parents ‘ instruction degree does play a function in finding their kids ‘s vocabulary acquisition. The parents may supply the exposure to their childs so that they can enrich their vocabulary. Other than that, bilingualism besides contributes to vocabulary acquisition in kids. Childs who are bilinguals seem to hold large vocabulary size and this appears as an advantage to them compare to the other kids who are monolinguals. Mentions: Dotinga, R. ( 2009, February 12 ) . Baby Gestures Linked to Vocabulary Development. U.S.News A ; World Report. Goh, H. S. A ; Fatimah Hashim. ( 2006 ) . Use of L1 in L2 Reading Comprehension Among Tertiary ESL Learners, 18, 1. Hart, B. , A ; Risley, T. ( 1995 ) . Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore: Rupert brookes. Nicoladis, E. , A ; Secco, Giovanni ( 2000 ) . The function of a kid ‘s productive vocabulary in the linguistic communication pick of a bilingual household. First Language, 20, 3-28. Phythian-Sence, C. , A ; Wagner, R. K. ( 2007 ) . Vocabulary Acquisition: A Primer. In Wagner, R. K. , Muse, A. E. , A ; Tannenbaum, K. R. , Vocabulary Acquisition: Deductions for Reading Comprehension ( pp. 1-11 ) . New York, London: The Guilford Press. Pikulski, J. J. , A ; Templeton, S ( 2004 ) . Teaching and Developing Vocabulary: Cardinal to Long-run Reading Success. Current Research in reading / linguistic communication humanistic disciplines, 1-12. Retrieved from Houghton Mifflin. Rush, K. L. ( 1999 ) . Caregiver-Child Interactions and Early Literacy Development of Preschool Children From Low-Income Environments. Subjects in Early Childhood Special Education, 19 ( 3 ) , 3-14. Department of the interior: 10.1177/027112149901900101 Sinatra, R. ( 2008 ) . ‘Creating a civilization of vocabulary acquisition for kids populating in poorness ‘ . Journal of Children and Poverty, 14 ( 2 ) , 173-192. Department of the interior: 10.1080/10796120802336001 Snow, C. E. , A ; Kim, Y.-S. ( 2007 ) . Large Problems Spaces: The Challenge of Vocabulary for English Language Learners. In Wagner, R. K. , Muse, A. E. , A ; Tannenbaum, K. R. , Vocabulary Acquisition: Deductions for Reading Comprehension ( pp. 123-136 ) . New York, London: The Guilford Press. Steinberg, D. D. A ; Sciarini, N. V ( 2006 ) . Bilingualism, Intelligence, Transfer, and Learning Strategies. Second ( Ed. ) , An Introduction to Psycholinguistics ( pp. 160-173 ) . Great Britain: Pearson Education Limited. Thordardottir, E. T. , Weismer, S. E. , A ; Smith, M. E. ( 1997 ) . Vocabulary acquisition in bilingual and monolingual clinical intercession. Child Language Teaching and Therapy, 13 ( 3 ) , 215-225. Department of the interior: 10.1177/026565909701300301 How to cite The Vocabulary Acquisition Of Children Education Essay, Essay examples

Ecommerce Law free essay sample

This Includes documents such as, but not Limited to, multi-modal, airport, road, rail, inland waterway, courier, post receipts, transport documents issued by freight forwarders, marine/ocean bill of lading, non-negotiable seaway bill, charter party bill of lading. (section 25 and 26) Mandates the government to have the capability to do e-commerce within 2 years or before June 19, 2002. (section 27) Mandates Rebel to be implemented. Rebel is a strategy that intends to connect all government offices to the Internet and provide universal access to the general public.The Department of Transportation and Communications, National Telecommunications Commission, and National Computer Center will come up with policies and rules that shall lead to substantial reduction of costs of telecommunication and Internet facilities to ensure the implementation of Rebel. (section 28) Made cable, broadcast, and wireless physical infrastructure within the activity of telecommunications. (section 28) Empowers the Department of Trade and Industry to supervise the development of e-commerce in the country. We will write a custom essay sample on Ecommerce Law or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It can also mom up with policies and regulations, when needed, to facilitate the growth of e- commerce. Section 29) Provided guidelines as to when a service provider can be liable. (section 30) Authorities and parties with the legal right can only gain access to electronic documents, electronic data messages, and electronic signatures. For confidentiality purposes, it shall not share or convey to any other person. (section 31 and 32) Hacking or cracking, refers to unauthorized access including the introduction of computer viruses, Is punishable by a fine from 100 thousand to maximum menstruating to the damage. With Imprisonment from 6 months to 3 years. Section 33) Piracy through the use of telecommunication networks, such as the Internet, that infringes intellectual property rights is punishable. The penalties are the same as hacking. (section 33) All existing laws such as the Consumer Act of the Philippines also applies to e-commerce transactions. (section 33) Anyone who uses the Internet, computer, cellular phone, and other IT-enabled devices has the duty to know ARREAR. As the old saying goes, Ignorance of the law doesnt excuse anyone. There were several hacking/cracking incidents that took place in the past five years.I am worried that these people behind the hacking attempts are completely ignoring ARREAR or The E-commerce Law. In one of my public speaking engagements, I was asked how come there are still so many hacking attempts even now that we have a law. Is It unenforceable? I fear that as e-commerce takes off in the government and private sector, the moment we run to law enforcers In times of trouble, they will not Investigation and Philippine National Police are continuously beefing up their skills. It is sad to note however that they have not received any form of funding for their training and cybercafà © equipment.Whatever they have right now are donated by foreign governments in the form of training and equipment. Despite limited resources, the conviction of the first Filipino hacker under Republic Act 8792 puts high marks on our enforcement of the E-commerce Law. The business community and Internet users must contribute and work with government to take action on this. It is not the Cybercafà © bill that is important today, giving appropriate funding for hypocrite enforcement is, that will allow the creation of cybercafà © helpless all over the country. In addition, it requires vigilance from the Internet community as well. If you know of someone that has made these hacking actions, report them. It is the duty of every Filipino to report these crimes. They can contact the Cyber Crime Anti Fraud Division of the National Bureau of Investigation at Taft Eve. , Manila, phone number (632) 5254093 and look for Director Reynolds Waco or Tatty. Alfred Menses, Jar. Those who became victims as well should report it and not Just ignore it, change he site, and move on. If this is the attitude that site owners will show, unlawful actions such as this, regardless of best or worst intention, will never cease. The web hosting, Internet Service Provider, phone companies should extend their best cooperation as well to facilitate efficient investigation in this regard. More importantly, what the hackers should realize that Just because they were not caught now, does not mean they are already off the hook. What they are only doing is accumulate offenses. One day, the hand of the law will reach them.Once that appends, all of these offenses can be combined into a one big case that can put them to Jail longer than they think. Even if the owners of the sites that they were able to hack decide not to pursue a case against them, it does not mean they no longer have a liability. The hacking/cracking/piracy provision of the E-commerce Law makes such acts as criminal offenses in nature, therefore what can only be waived, should the companies decide not to sue them, is the civil liability (monetary damages) and the criminal liability will still be pursued by the state.I hope that publications can play a ole in sparking vigilance among Internet users of this country and the world against acts of hacking/cracking/piracy. The act of hacking should never be glorified and even make these people who commits these acts as heroes. It may send a wrong signal that our younger Internet generation might misunderstand. These people are seeing that theyre getting the media mileage and attention that they long for and see it like a merit/badge of their hacking accomplishment. Being published, talked about, is Im very sure, a big deal for some of these guys.I hope to see the computer publications as a medium in making the Internet users vigilant and not scared/wary of these h ackers. Perhaps feature articles on how the NIB, Sips, phone companies, National Security Council, handle these incidents. Hacking, cracking, piracy is a crime under ARREAR. The iron hand of the law must be fully enforced or else this can propagate further and cause irreparable damage to the Philippine Internet industry as a whole. The increase number of hacking incidents these past few weeks is already alarming. Worst, these people seems to be enjoying it and not even bothered with the consequences.