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S. Afr. j. educ. vol.38 n.1 Pretoria Feb. 2018
Native speaker dichotomy: Stakeholders' preferences and perceptions of native and non-native speaking English language teachers
Nurdan AtamturkI; Hakan AtamturkII; Celen DimililerIII
IDepartment of Special Education, Faculty of Education, Near East University, Turkey nurdan.atamturk@neu.edu.tr
IIDepartment of Recreation, Faculty of Education, Near East University, Turkey
IIIDepartment of English Language Teaching, Faculty of Education, Near East University, Turkey
Addressing the perceptions and the preferences of the upper-secondary school students, teachers, parents and administrators of the native speaking (NS) and non-native speaking (NNS) English teachers as well as investigating the variables affecting these preferences and perceptions, this study explores whether or not the native speaker myth is still prevalent. Contrary to common assumptions with regard to student and parent preferences being in favour of NS English teachers, this study purports that English as a foreign language (EFL) students who have participated in this study which is conducted in the Turkish Cypriot context favour the English teachers with good teaching skills, regardless of their NS/NNS status. The students' perceptions and preferences are compared with those of their parents, teachers and administrators. The data are collected from 185 students, 86 parents, 18 teachers and two administrators, and analysed adopting a mixed-methods research design, being predominantly quantitative. Overall, mother tongue and grade are found to be the two variables that influence the participants' perceptions and preferences with regard to the NS and NNS English teachers. Significant differences are found between student and teacher responses and between parents' and teachers' perceptions and preferences.
Keywords: administrators; English as a foreign language (EFL); native speaker dichotomy; parents; teacher preference
Due to the fast progress of globalisation and the ever-growing role of English in trade and industry, English has become the lingua franca for most economic and industrial discourse. English is therefore in great demand worldwide, with a consequent need for more English teachers. Administrators are often unwilling to employ NNS English teachers no matter how good they are in their teaching practices (Árva & Medgyes, 2000). Only 7.9% of the teachers working for English language programmes are non-native speakers of English in the United States of America (USA) (Mahboob, 2003). The employability of the NNS English teachers is not any different in the United Kingdom (UK) (Clark & Paran, 2007) or in Canada (Derwing & Munro, 2005). It is apparent that NS English teachers constitute a minority and therefore cannot meet the growing demand for EFL/English as a second language (ESL) teachers. For this reason, it may be wise to invest in NNS English teachers to avoid economic consequences. In this respect, NNS English teachers can be regarded as emerging human resources in the education industry in most national economies. In terms of recruitment, education research on the issue is therefore helpful to employers and administrators to adapt to this transformation and reconceptualisation in the field of ESL.
South African Perspectives
The ever-growing importance of the English language can also be observed in South Africa. South Africa is a multilingual country with English being the lingua franca. English compares favorably to the local varieties, despite the fact that the speakers of English constitute only about 10 percent of the population. To illustrate, although the speakers of isiZulu outnumber the speakers of English, isiZulu ranks lower than English (Bamgbose, 2011). Parmegiani (2014) acknowledges that although isiZulu is important in terms of identity construction, they value English greatly especially in educational contexts, and English is widely accepted as 'everybody's English.' IsiXhosa speakers have stated their language-based social preferences for speakers of English, which can be attributed to the high status of English in their society (Kinzler, Shutts & Spelke, 2012). For all these reasons, English is preferred as the language of instruction, and it is also dominant in both trade and industry (De Wet, 2002). Evans and Cleghorn (2014) have found that due to the growing role of English in the industry, economy and globalisation, parents prefer schools with English as the medium of instruction, no matter how far the schools are from their homes, or how high the school fees are.
Recent empirical studies question the widely held notion that the native speaker is the ideal teacher of English as well as native speaker norms being assumed to be ideal (Alseweed, 2012; Benke & Medgyes, 2005; Ling & Braine, 2007; Mahboob, 2004; Moussu, 2002; Park, 2009). In a qualitative investigation of the perceptions of ESL university students in an American university, Mahboob (2004) notes that, rather than showing a preference for neither NS nor NNS English teachers, the participants highlight the distinct advantages and disadvantages of both kinds of teachers. Moussu's (2002) study conducted in the USA with ESL students has produced similar findings to those of Mahboob. In terms of the merits and weaknesses of both kinds of teachers, Alseweed (2012) has found similar findings as well in his study with EFL students in Saudi Arabia.
Differing from Mahboob's (2004) and Moussu's (2002) study, which are conducted in the United States, Park (2009) has sought to determine the differences between NS and NNS teachers of English in Korea. The findings do not indicate any significant difference in EFL students' perceptions of their NS and NNS teachers of English. However, another study carried out by Han (2005) with EFL students in Korea has concluded that the participants are highly negative towards the NS English teachers, criticising them for lacking the qualities of a good teacher, viz. responsibility, enthusiasm, politeness, and an understanding of Korean students' needs and interests. Rao (2010) reports similar findings to those of Han in his study with Chinese EFL students concerning NS English teachers.
With regard to demographics, Lasagabaster and Sierra (2002) have contributed to the literature by finding the correlation between the educational level of the subjects and the preference for NS teachers. Pacek (2006) has found students' nationality and educational background, but not age or gender, to play an important role in students' perceptions of the important characteristics of a NNS English teacher, and consequential to their views regarding whether an English teacher has to be a native speaker of English or not. Moussu's (2006) study indicates time, exposure and mother tongue influence ESL students' perceptions in the USA.
Benke and Medgyes (2005) are the first researchers to investigate NS and NNS teachers from EFL student and teacher points of view in a single study in Hungary. Their study has revealed that the perceptions of the two parties regarding the benefits and handicaps of NS and NNS English teachers correspond. Following Benke and Med-gyes (2005), Ling and Braine (2007) have carried out their study with EFL students and teachers in Hong Kong. They report similar findings to those of Benke and Medgyes (2005). All in all, research does not indicate whether NS or NNS English teachers are preferred, but highlights the relative strengths and weaknesses of both parties, challenging the widely held notion that native speakers necessarily make for ideal teachers.
Theoretical Underpinnings
The Chomskyan paradigm dominated second language acquisition (SLA) research focusing on individual cognition in the 1980s, and early to mid-1990s. Contrary to the approach taken by cognitivists, socioculturalists defend the idea that learning is a social phenomenon, rather than an individual one. Therefore, they situate learning in a social context, and argue that cognitive development occurs in relation to social, cultural, and historical contexts (Johnson, 2009). Based on Vygotsky's argument, socioculturalists argue that language learning occurs in a social context, and that social interaction with an expert or a more capable person helps the language learner expand his/her zone of proximal development (ZPD) (Lantolf, 2000).
Lantolf (2000) views language as a metaphorical tool of mediation, which is central to the sociocultural theory. Parents, teachers and more capable peers can act as mediators in the socio-cultural context of learning. Teachers who had similar experiences when they themselves were students can provide scaffolding assistance by close attendance to learners' needs and the affective dimensions and ensuring an effective classroom context accordingly. Parents' roles and their influences on their children cannot be discarded, since they are mostly the first mediators with whom children interact on the social plane. They play a central role in passing on societal values and social norms to their children, which shape their beliefs and attitudes. Sociocultural approaches tend to shed light on how an individual's 'lived experience' (Vygotsky, 1987) and the sociocultural context defines their beliefs, and the way in which they act. For this reason, such approaches are utilised to interpret and evaluate the participants' preferences and perceptions of NS/NNS English teachers in this study.
Vygotsky argues that intellect and affect are inseparable (1987). Vygotsky's 'lived experience' refers to ' the affective processes through which interactions in the ZPD are individually perceived, appropriated, and represented by the participants' (Mahn & John-Steiner, 2002). Hence, the emotional aspects along with the social interaction have an impact on language learning and cannot be underestimated in language development and EFL research.
Firth and Wagner (1997, 1998) attacked SLA for ignoring these sociocultural aspects of language learning and dictating native speaker norms. They opposed to categorising individuals according to their NS/NNS status, suggesting that individuals could have multiple identities. Drawing upon Firth and Wagner (1997, 1998), we question the common practice of categorising English language teachers as either native speakers and or non-native speakers, and the belief that NS as a category of language user make for the ideal English teachers. English teachers cannot be judged based on this category alone, as they have multiple identities that proliferate the factors determining whether or not they become good or bad teachers.
Jenkins (2006) further developed Firth and Wagner's (1997) criticisms of SLA. In the case of EFL, learners are expected to have near-native competence, so as to be able to communicate with native speakers of English (Jenkins, 2006). This results in the dictation of native speaker norms. English is learnt in various contexts, and in some of these contexts, the main aim of learning English is to communicate with other non-native speakers of English, as in the case of lingua franca use. English as a lingua franca is used by billions of people, a fact which calls for more research examining the sociolinguistic reality of English learners in an ever-expanding variety of contexts, to see how the dictation of native speaker norms by conventional SLA is evaluated in these contexts.
Objectives of the Research
The objectives of this study are: to discover whether secondary school students prefer to be taught by native speakers, non-native speakers, or a team of NS and NNS English teachers; to determine how mother-tongue, grade and gender influence their preferences; to ascertain whether the perceptions of the students, teachers, parents and administrators corroborate or not; and to reveal the extent mother-tongue influences teachers' and parents' perceptions.
Significance of the Research
This study fills a gap in the relevant literature by bringing together native and non-native English speaking students in a single study, since all the participating students of the studies in the literature are either native or non-native speakers of English. Further to this, the study contributes to the literature by comparing and analysing the beliefs and perceptions of the relevant parties, namely students, teachers, administrators and parents in a single study.
All English teachers, regardless of their NS/NNS status, prospective English teachers, administrators, and education policy makers in both secondary and post-secondary (tertiary) education, are expected to benefit from the results of the current study. English teachers can foster their strengths and improve their weaknesses in the light of the findings of this study. This study is also beneficial for prospective NS and NNS English teachers, since they can build up their qualifications in accordance with the preferences of the relevant parties. Administrators are expected to benefit in terms of recruitment practices. Education policy makers can make some adjustments in the light of the needs of the EFL/ESL students and their parents included in this study.
Population and Sample
The research study was conducted with 185 upper-secondary school students, 18 English teachers, 86 parents and two administrators of a private and a state school in Nicosia in 2016. Both schools were English medium schools, wherein 90% of the courses offered were taught in English to EFL students. Seventy-five percent (n = 139) of the students spoke Turkish as their mother tongue, and 23% (n = 38) were bilingual speakers of English and Turkish; where 20% of these bilingual speakers were born in the U.K. One and a half percent (n = 3) spoke neither Turkish nor English as their mother tongue, 78% (n = 14) of the teachers spoke Turkish as their mother tongue, and 22% (n = 4) were native speakers of English and born in the U.K. Eighty-three percent (n = 71) of the parents spoke Turkish as their mother tongue, while 17% (n = 15) were native speakers of English.
A hundred students were male and 85 students were female. Of the 18 teachers, 33% (n = 6) were male and 67% (n = 12) were female, and there were 44 male and 42 female parents. Thirty-four percent of the students (n = 64) were in Grade 10, 25% (n = 46) in Grade 11, and 41% (n = 75) were in Grade 12. Two administrators participated in this study. Turkish was the mother tongue of both administrators. They were both male, and both of them were born in Cyprus. One of them was 53 years old, and the other was sixty-two. Convenience sampling was used. All the participants responded to the questionnaire on a voluntary basis.
Research Model
As this predominantly quantitative mixed methods research study was quantitative, qualitative and descriptive in nature, a wide range of instruments was utilised. To gather quantitative data, questionnaires and interviews were used, while the participants' responses to the open-ended questions on the questionnaires and classroom observations provided the qualitative data.
Some of the constructs in the questionnaires were identified from Moussu's (2006) study, however, we broadened and adapted these to the context of the current study. The Cronbach's alpha for the student questionnaire, the teacher questionnaire, and the parent questionnaire respectively, was found to be 0.875, 0.893, and 0.887. Factor analysis revealed each factor to be above 0.45, which Büyükoztürk (2007) argued to be acceptable. To ensure reliability, the student questionnaire was piloted with 30 prospective English teachers by a professor employed at the English Language Teaching Department (ELT) in a university in Nicosia. The teacher questionnaire was piloted with six teachers and the parent questionnaire with eight parents, under similar conditions (Onwuegbuzie & Collins, 2007).
Given that the validity and the reliability of qualitative research depended on the usage of a variety of empirical data, such as the data gathered from interviews, observations and reflective journals, and the collection of such data (Denzin & Lincoln, 2000), in addition to the open-ended questions on the questionnaires and classroom observations, semi-structured interviews were also conducted. A concurrent design was utilised, which meant that quantitative and qualitative data were collected simultaneously.
Deductive coding was employed in coding the qualitative data, since the constructs of the questionnaires constituted the predetermined themes, which were as follows: preference for NS/NNS English teachers; teacher appreciation; learning difficulties; and beliefs. As for the reliability of the qualitative data, after the data obtained from the interviews were transcribed and coded, two experts on qualitative research were asked to help. These experts read the transcribed data and coded the qualitative data independently to corroborate our analysis. A complete agreement was reached between the experts' and our coding.
After the students and the teachers filled out the questionnaires, their teachers gave them the parent questionnaires to be given to their parents. Three hundred and seventy questionnaires were handed out, but only 86 of these were returned by the students. The low return rate was due to the fact that, although each student was given two questionnaires in case both the father and the mother would be willing to participate, one questionnaire was returned by each student. Although the parents were not given a deadline, the parent questionnaires were returned to the English teachers within a week.
All interviews were semi-structured and open-ended, far from being under the total control of the researcher, and hence, under the partial control of the interviewee (Warren, 2001). It was assumed that the interviewees would provide deeper insight under such conditions. Six teachers, two of whom were native speakers and four of whom were non-native speakers; and 24 students, two of whom were native speakers and twenty-two of whom were non-native speakers; as well as two administrators were interviewed. Apart from the two native speakers of English, the students for the interviews were randomly selected. Four Grade 10, four Grade 11 and four Grade 12 students from the state school and four Grade 10, four Grade 11 and four Grade 12 students from the private school participated in the interviews. One of these four students from the private school and one from the state school were native speakers of English. Two individual interviews were conducted with both administrators, which enabled us to compare the administrators' perceptions with those of the students, teachers and parents. They lasted 20 to 30 minutes and on their request were not recorded.
The teachers set the dates and times for classroom observations. Each teacher was observed once in the second week of the fall semester. The classes of two NS and two NNS English teachers from each school were observed for 45 minutes by the first researcher. We had eight classroom observations in total. By being a peripheral observer, the researcher avoided making the students and the teacher feel intruded upon, was not intrusive in any case, and observed the NS and NNS English teachers with regard to differences in their teaching practices, as well as students' attitudes towards them (Adler & Adler, 1994). Detailed notes were taken during the classroom observations, which enriched the qualitative data, and ensured the triangulation of the data.
SPSS 20 revealed the frequencies and percentages for each statement in each construct for the means to be compared. ANOVAs were conducted to find out how the means varied depending on the demographic variables, such as mother tongue, grade and gender, and the Schaffer Test revealed the significant differences in the responses of the participating groups. In addition, a /-test was performed to determine the significant differences in the responses of students, teachers, parents and administrators in terms of mother tongue. With regard to the qualitative data analysis, once the interviews were transcribed and deductive coding applied, the categorical content analysis was conducted manually through scrutinising the categorised data.
The responses to the items in the constructs of the questionnaires, namely teacher preference, teacher appreciation, and students' learning difficulties and beliefs were analysed in order to reveal students' perceptions. The majority of the students (73%) indicated that they preferred NNS English teachers with good teaching skills to NS English teachers with poor teaching skills, with the highest mean score (M = 3.95, SD = 1.291). However, as shown in Table 1, the means in this construct were all between 3.95 and 3.62, which suggested that the students preferred NS English teachers in general.
This finding was supported by the qualitative findings that emerged from the open-ended questions on the questionnaire. Fifty-seven percent (n = 83), including nine native speakers of English, indicated a preference for a team of NS and NNS English teachers. Twenty-four percent (n = 33), including seven native speakers of English wrote that they preferred NS English teachers. Nineteen percent (n = 27), including two native speakers of English, preferred NNS English teachers. Therefore, the general tendency seemed to indicate a preference for NS English teachers. However, when teaching skills were considered, there was a tendency to favour good teaching skills. Thus, no matter what the status of the English teacher was, they preferred the ones with good teaching skills.
Similar to the results obtained by the quantitative instrument, the textual data gathered through the interviews revealed that most students were in favour of the teachers with good teaching skills, regardless of the teachers' native or non-native status. While 58% had a clear preference for a team of NS and NNS English teachers, 25% did not indicate a clear preference for either NS or NNS English teachers, and only a small percentage (16%) showed a clear preference for NS English teachers. More than half of the participants (58%) stressed the importance of 'the English teachers being good, and having effective teaching skills.' All the interviewed students stressed the importance of the personality of the English teacher, teaching competence, and language proficiency. An interviewed student reported 'I think an English teacher must be able to speak fluently. It is not the nationality or the mother-tongue, I think if a teacher speaks fluently and has good teaching skills, she is successful.' As Table 2 illustrates with regard to teacher appreciation, students did not indicate a clear preference for either NS or NNS teachers with all the means in this construct being between 2.81 and 3.06.
Consistent with the quantitative findings, the qualitative data emerged from the interviews revealed that, with regard to teacher appreciation, only a small percentage (16%) had positive perceptions of NS English teachers. A great majority of the participants (84%) did not have a clear preference for NS or NNS English teachers. During the interviews a student noted 'NS and NNS English teachers have different things to offer. I can benefit from both NS and NNS teachers.'
The next construct focused on the students' learning difficulties. As displayed in Table 3, sixty-three percent of the participants agreed with the item 'NNS English teachers can understand my problems about learning English better,' with a mean score of 3.62. Another finding was that the participants believed NNS English teachers can provide a better idea as to how to learn English (M = 3.54).
The last construct attempted to investigate students' beliefs of NS/NNS English teachers, where the results indicated that 45% of the participants did not believe 'An English teacher must be a native speaker of English,' and while 34% agreed with the statement, 21% were neutral. Table 4 shows that, despite the mean score of 3.91 for 'NS English teachers know better English' and 3.45 for 'I trust NS English teachers more,' the rest of the mean scores were between 2.87 and 3.14, indicating no clear-cut belief system in favour of NS English teachers.
The qualitative findings with regard to beliefs supported the quantitative findings as well. A small number of the interviewees (10%) indicated that an English teacher had to be a native speaker of English. The rest of the participants (90%) stated clearly that English teachers did not have to be native speakers. Classroom observations also backed up this finding, namely that students' attitudes towards their NS and NNS English teachers were similar.
Mother-Tongue, Grade and Gender
With regard to mother tongue, there was a significant difference between the preferences of NS and NNS secondary school students [F (2.182) = 3.49, p = 0.032]. The students whose mother tongue was Turkish agreed with the statement 'I prefer to have both NS and NNS English teachers as a team to teach me English,' with a mean score of 3.74. However, the students whose mother tongue was English were neutral, indicating no clear preference amongst them for a team of NS and NNS English teachers (M = 3.23). There was also a significant difference between the responses of the NS and NNS students to the statement 'NNS English teachers can understand my problems about learning English better' [F (2.182) = 5.07, p = 0.007]. The NNS students agreed with the statement 'NNS English teachers can understand my problems about learning English better' (M = 3.78). On the other hand, the NS students were neutral, with a mean score of 3.12. Further, a significant difference was found between the NS and NNS students' responses to the item 'Compared to NS English teachers, NNS English teachers followed the course book more' [F (2.182) = 5.28, p = 0.006]. The mean for the NNS students' responses was 2.99, and for those of the NS students 3.51. Another significant difference was found between the responses of the NS and NNS students to the statement ' when I have a NS English teacher, I enjoy English classes more' [F (2.182) = 6.61, p = 0.002]. While the NNS students were neutral with the mean being 2.79, the NS students agreed with the statement with the mean score of 3.53.
The One-Way ANOVA displayed another significant difference in the responses to 'I feel more comfortable with a NS English teacher in class.' The significant difference was found between the responses of the NS and NNS students [F (2.182) = 5.85, p = 0.003]. The students whose mother tongue was Turkish were neutral (M = 2.86), however, the NS students agreed with the item with the mean score of 3.56. As far as mother tongue was concerned, the last significant difference was found concerning the responses to the statement 'NNS English teachers correct my mistakes more' [F (2.182) = 4.05, p = 0.019]. The means for the responses of the NS and NNS students were 2.63 and 3.14, respectively.
In terms of students' grades, the One-Way ANOVA revealed a significant difference concerning S9. The significant difference in terms of grade was found between the responses of grade 10 and Grade 11 students [F (2.182) = 3.52, p = 0.031]. Grade 10 students preferred NNS English teachers with good teaching skills to NS English teachers with poor teaching skills with the mean score of 3.73. Grade 11 students, on the other hand, strongly agreed with the statement with the mean score of 4.37. The qualitative findings supported these results as well. Fifty-eight percent of the interviewed students highlighted the importance of teaching skills. With regard to the influence of gender as a variable on student preferences and perceptions, no significant difference was detected.
Differences in Students', Teachers' and Administrators' Preferences
Significant differences were detected concerning S2 [F (2.285) = 4.03, p = 0.019] and S4 [F (2.285) = 5.59, p = 0.004] via the One-Way ANOVA.
While the students agreed with S2, which stated 'it is better for students to have both NS and NNS English teachers as a team in their classes' with the mean score of 3.62, the teachers strongly agreed with the item with the mean score of 4.39. Both of the administrators agreed with the students. Another significant difference was found concerning the responses to S4, which stated 'Some NNS English teachers are better than NS English teachers.' When it came to this item, the students were neutral, with the mean score of 3.14, while the teachers agreed with the item with the mean score of 3.94. The responses of the administrators were similar to those of the teachers.
Differences in Parents' and Teachers' Preferences The Scheffe Test revealed a significant difference between the responses of the parents and those of the teachers concerning S2 stating 'it is better for students to have both NS and NNS English teachers as a team in their English classes.' Whereas the parents agreed with the item with the mean score of 3.60, the teachers strongly agreed with the mean score of 4.39.
The influence of mother-tongue on teachers' and parents' preferences
As Table 5 displays, concerning mother-tongue, there were statistically significant differences between the responses of the teachers whose mother tongue was Turkish and those of the teachers whose mother-tongue was English to S6, t (16) = -2.951, p = 0.009, S22 t (16) = -2.165, p = 0.05, S11, t (16) = 2.22, p = 0.41, S25, t (16) = -2.165, p = 0.05 and S2, t (16) = 2.13, p = 0.04.
Table 6 shows that with regard to mother tongue, there were statistically significant differences between the responses of the parents whose mother-tongue was Turkish and those of the parents with English as their mother-tongue to S2, t (83) = 3.130, p = 0.002, S23, t (84)= -2 .414, p = 0 .18, S32, t (84) = 2.324, p = 0.02, S28, t (84) = 2.322, p = 0.02, S22, t (84) = -2.320, p = 0.02, S4, t (83) = 2.202, p = 0.03, S8, t (84) = 2.212, p = 0.03 and S5, t (84) = 2.150, p = 0.03.
Adopting a sociocultural approach as a theoretical lens, the findings were interpreted to find that the participants of this study had developed positive perceptions of NNS English teachers. Being active agents in the classroom, teachers build relationships with their students in the sociocultural context of the classroom. Cross (2010) emphasised the importance of understanding the complexities of the classroom context in language learning, with a special emphasis on teachers. Obviously the NNS
English teachers of this study had ensured a desirable classroom context for their participants, which generated the students' positive perceptions. Rather than a blind preference for NS English teachers, the participants stressed the importance of personality, good teaching skills, and efficiency. That the findings did not indicate an overt preference for NS English teachers was consistent with the findings of Ling and Braine (2007), as well as those of Mahboob (2004) and Moussu (2002). A confirmation of Lasagabaster and Sierra's (2002) emphasis on professionalism rather than the NS and NNS status can be observed in the responses of the participants of this study who valued the importance of the personality and the teaching skills over the teacher's native and non-native status. This finding confirmed Pacek's (2006) results that NS English teachers were not valued over NNS English teachers, and that personality categories were valued to a large degree. These findings supported the argument posed by Firth and Wagner (2007) that individuals cannot be categorised based on their native or non-native status only, as individuals can have multiple identities. The finding that personality categories were favoured over NS/NNS categories develops and adds to Firth and Wagner's criticisms of mainstream SLA/EFL. From a sociocultural perspective, the personality of the teacher plays a central role in providing intellectual and emotional support, by means of which to enable students move further in their ZPD (Vygotsky, 1978).
In terms of teacher appreciation, the participants of this study indicated that both NS and NNS English teachers were equally polite and friendly, and that they were respected equally by both groups of teachers. Classroom observations sup-orted this finding as well. These findings were not consistent with Han's (2005) results that the NS English teachers were criticised for being rude and lacking an understanding of students' needs and interests. The finding that the participants felt equally comfortable with both groups of teachers corroborated the findings of Kasai, Lee and Kim (2011).
The finding that NNS English teachers anticipated learning difficulties and hence helped more in their students' English learning process was due to the fact that NNS English teachers themselves had undergone the same experience (Lasagabaster & Sierra, 2002), and thus had firsthand knowledge about what their students were going through. Drawing on a sociocultural perspective, it can be argued that the emotional experiences of NNS English teachers, while they themselves were learning English, played a role in understanding what their students were going through. Owing to the fact that the NNS English teachers had their own 'lived experience' (Vyg-otsky, 1987) in terms of EFL learning, they could help their students overcome learning difficulties more effectively than their NS counterparts, who did not have such an experience. The finding concerning NNS teachers' giving better ideas about how to learn English aligned with the work of Tarnopolsky (2000). Another explanation accounting for this preference for NNS teachers in terms of learning difficulties could be that, as voiced by Ling and Braine (2007), NNS English teachers could not only understand but also predict the potential challenges their students were likely to encounter. From a sociocultural perspective, due to their 'lived experience' (Vygotsky, 1987) NNS English teachers could provide intellectual and scaffolding assistance that could move their students along within their ZPD. This finding was in line with that of Árva and Medgyes (2000) and Barratt and Kontra (2000), whose respective results showed that NNS English teachers anticipated their students' learning difficulties very well. This anticipation, due to the common mother tongue, enabled NNS teachers to have an advantageous position (Tarnopolsky, 2008).
The participants of this study did not harbour a clear-cut belief system in favour of NS English teachers. That most participants (71%) believed some NNS English teachers were better than NS English teachers, and that 69% of them identified a non-native speaker as their role model, explained the fact that the participants had developed positive attitudes towards their NNS English teachers. Drawing on a sociocultural perspective, these positive attitudes could stem from the parental influences along with the classroom context created by the NNS English teachers. Being a component at the meso-level, parents' beliefs and positive attitudes towards NNS English teachers may exert influence over those of their children. These findings align with those of Ling and Braine (2007) and Moussu (2002). That the teachers and administrators admitted some NNS English teachers were better than NS English teachers can be explained through performance management results. Referring to the performance management system conducted in their schools (Atamtürk, Aksal, Gazi & Atamtürk, 2011) both administrators and some teachers reported during the interviews that some NNS English teachers scored better than their NS counterparts during their performance management process.
When compared, significant differences were detected between student and teacher perceptions with regard to preference for a team of NS and NNS English teachers and beliefs regarding who was better. There was also a significant difference between the responses of the parents and those of the teachers regarding their preferences for a team consisting of NS and NNS English teachers. It was discovered that the parents attached more importance to the personality and teaching skills of the teachers than they did to their native and non-native status. Based in sociocultural approaches, parents and their children are members of the society, and the sociocultural context of the society plays a central role in shaping their attitudes. Drawing on this perspective as a theoretical lens, this finding showed that NS English teachers were not preferred over NNS English teachers, simply because of their NS status in the sociocultural context of the Turkish Cypriot society. The finding that the NS/NNS status of the teachers was not important to parents was found to be in line with the study of Evans and Cleghorn (2014).
Conclusion and Recommendations
This study yields nuanced insights into the preferences and perceptions of EFL students, as well as their parents, teachers, and administrators with regard to the NS/NNS English teachers. The results indicate that, according to both students and parents, the personality and teaching skills of English language teachers are more important than their NS/NNS status. Despite the commonly held belief that NS norms are ideal, there has been a growing realisation that NNS teachers can be good ESL/EFL teachers. This perspective ought to be addressed by further research conducted in various settings and cultures.
Administrators are required to attach more importance to the qualifications, personality and teaching skills of English teachers, regardless of their NS/NNS status in their recruitment practices, and to invest in NNS English teachers who are emerging human resources in the education industry.
The authors are thankful to the authorities of the Near East University for their constant encouragement, as well as to the administrators, teachers, parents and students who participated in this research study.
i. Published under a Creative Commons Attribution Licence.
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Atamtürk H, Aksal FA, Gazi ZA & Atamtürk AN 2011. Evaluation of performance management in state schools: A case of North Cyprus [Devlet okullarinin performans yönetimi ajisindan degerlendirilmesi: KKTC örnegi]. Hacettepe Üniversitesi Egitim Fakültesi Dergisi [H. U. Journal of Education], 40:33-43. Available at http://dergipark.ulakbim.gov.tr/hunefd/article/view/5000048270/5000045591. Accessed 31 October 2017. [ Links ]
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Barratt L & Kontra EH 2000. Native English-speaking teachers in cultures other than their own. TESOL Journal, 9(3):19-23. [ Links ]
Benke E & Medgyes P 2005. Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. In E Llurda (ed). Non-native language teachers: Perceptions, challenges and contributions to the profession. New York, NY: Springer. [ Links ]
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Clark E & Paran A 2007. The employability of non- native-speaker teachers of EFL: A UK survey. System, 35(4):407-430. https://doi.org/10.1016/j.system.2007.05.002 [ Links ]
Cross R 2010. Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94(3):432-152. https://doi.org/10.1111/j.1540-4781.2010.01058.x [ Links ]
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Derwing TM & Munro MJ 2005. Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context. In E Llurda (ed). Non-native language teachers: Perceptions, challenges and contributions to the profession. New York, NY: Springer. [ Links ]
De Wet C 2002. Factors influencing the choice of English as language of learning and teaching (LoLT) - a South African perspective. South African Journal of Education, 22(2):119-124. [ Links ]
Evans R & Cleghorn A 2014. Parental perceptions: A case study of school choice amidst language waves. South African Journal of Education, 34(2): Art. # 819, 19 pages. https://doi.org/10.15700/201412071203 [ Links ]
Firth A & Wagner J 1997. On discourse, communication and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3):285-300. https://doi.org/10.1111/J.1540-4781.1997.tb05480.x [ Links ]
Firth A & Wagner J 1998. SLA property: No trespassing! The Modern Language Journal, 82(1): 91 -94. https://doi.org/10.1111/J.1540-4781.1998.tb02598.x [ Links ]
Firth A & Wagner J 2007. Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91(s1):800-819. https://doi.org/10.1111/j.1540-4781.2007.00670.x [ Links ]
Han SA 2005. Good teachers know where to scratch when learners feel itchy: Korean learners' view of native-speaking teachers of English. Australian Journal of Education, 49(2):197-213. https://doi.org/10.1177/000494410504900207 [ Links ]
Jenkins J 2006. Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2):137-162. https://doi.org/10.1111/j.1473-4192.2006.00111.x [ Links ]
Johnson KE 2009. Second language teacher education: A socioculturalperspective. New York, NY: Routledge. [ Links ]
Kasai M, Lee JA & Kim S 2011. Secondary EFL students' perceptions of native and normative English speaking teachers in Japan and Korea. The Asian EFL Journal Quarterly, 13(3):272-300. Available at https://www.asian-efl-journal.com/514/quarterly-journal/2011/09/secondary-efl-students-perceptions-of-native-and-nonnative-english-speaking-teachers-in-japan-and-korea/#squelch-taas-tab-content-0-3. Accessed 26 October 2017. [ Links ]
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Ling CY & Braine G 2007. The attitudes of university students towards non-native speakers English teachers in Hong Kong. RELC Journal, 38(3):257-277. https://doi.org/10.1177/0033688207085847 [ Links ]
Mahboob A 2003. Status of nonnative English speaking teachers in the United States. PhD dissertation. Bloomington, IN: Indiana University. [ Links ]
Mahboob A 2004. Native or nonnative: What do students enrolled in an intensive English program think? In LD Kamhi-Stein (ed). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: University of Michigan Press. [ Links ]
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Moussu LM 2002. English as a second language students' reactions to nonnative English-speaking teachers. MA thesis. Provo, UT: Brigham Young University. Available at http://files.eric.ed.gov/fulltext/ED468879.pdf. Accessed 5 November 2017. [ Links ]
Moussu LM 2006. Native and nonnative English- speaking English as a second language teachers: Student attitudes, teacher self-perceptions, and intensive English administrator beliefs and practices. PhD thesis. West Lafayette, IN: Purdue University. Available at http://files.eric.ed.gov/fulltext/ED492599.pdf. Accessed 5 November 2017. [ Links ]
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Like everyone I was horrified to watch Panorama's undercover exposure of Castlebeck's Winterbourne View care home. Jim Mansell [Care: a failure on every level – Guardian 2nd June 2011] points out how NHS-run facilities have consistently performed better than larger, fuller, poorer staffed privately-run facilities.
Fortunately both this Government and their predecessors support a solution that can help address these problems – patient choice and market mechanisms. Patients (and in this case their carers) should be able to exercise choice by asking their PCTs to be referred to the best units. If these are NHS-run units then the market mechanisms can work their magic and the poorer homes will wither and die.
Unfortunately, it does not appear that patient choice is offered in the care sector in the same way that it is used for in-patient care. Furthermore, patients and their carers have little information about comparative qualities and performance of care homes because, as David Brindle notes, they are usually "under the radar".
NHS Commissioners, be they PCTs or GP Commissioning Groups, should be held accountable for (a) offering choice about care homes to patients (b) publicising information about comparative quality and performance and (c) working with the Care Quality Commission to monitor the actual standards of care provided and taking remedial action as soon as it is required.


Three years after it was launched, the Federal Data Center Consolidation Initiative is moving beyond metrics and zeroing in on technologies that are proven to drive down IT costs.
Utah's state government cut its number of servers from 1,864 to 591 and saved $4 million on its IT budget. Read more.
Agencies can use Energy Savings Performance Contracts, under which they pay for work out of future energy savings. Read more.
The goal of any consolidation project is savings. Here's a checklist to help make sure things go right. Read more.
Set up by then-federal CIO Vivek Kundra, the FDCCI aimed to curb data center proliferation, which had led to low usage of individual agency centers and runaway IT energy consumption across government.
Today, the initiative's goals have evolved as agencies grapple with such questions as: What's the definition of a data center? How many data centers are there? And what's the difference between a core data center and a non-core data center?
These questions caused the Obama administration to keep shifting its goal for the initiative, which now plans to close 40 percent of non-core federal data centers by the end of fiscal 2014.
Despite the moving targets, agencies that have embraced data center consolidation are now reporting significant savings in IT capital expenditures, operating budgets, payroll and facilities costs.
The best results come from agencies that don't just empty out server closets, say government IT experts, but engage in an architectural overhaul that includes virtualized servers, storage and desktops, converged networks, and the latest energy-efficient power and cooling systems.
"Every federal customer I talk to mentions the number of data centers as their metric. They have 12 data centers, and they want to get down to four,'' said Doug Bourgeois, vice president of VMware Public Sector.
The Defense Department, for example, has established aggressive goals for data center consolidation, targeting 589 facilities for closure between 2010 and 2014, according to Data.gov. Data center and network consolidation are the first step in DOD CIO Teri Takai's 10-point plan for IT modernization.
In a 2012 report, Takai said DOD is migrating from 700 data centers to fewer than 100, while also reducing the number of network operations centers from 65 to 25. At the same time, DOD is shifting to a secure, private cloud infrastructure based on standard IT platforms. Besides improving security and providing faster delivery of new services, the DOD IT consolidation and modernization effort will "save billions through cost efficiencies," she said.
At the Energy Department, the Hanford nuclear site cleanup in Washington state is reporting significant savings from the deployment of a secure private cloud infrastructure that replaced 13 data centers and server farms scattered across its 560 square mile campus.
Using virtualization, the DOE contractor that operates Hanford's data centers was able to shrink the number of physical servers from 700 down to 16. Hanford is using the FlexPod converged IT architecture, which includes VMware for virtualized servers and desktops, Cisco networking gear and NetApp storage.
Hanford's main data center – plus a fully virtualized back-up data center – now runs 1,300 applications and supports 7,000 desktop users and 10,000 Voice over IP users.
Hanford has deployed 1,500 thin clients as part of its desktop virtualization effort, with plans to convert its entire workforce to the technology by the end of 2015. Eckman said Hanford expects to save $40 million on desktop virtualization alone between now and 2019.
With new, state-of-the-art air conditioning and uninterruptible power supplies, Hanford's consolidated data center is driving down energy costs, too.
DOE doesn't know exactly how much energy savings came as a result of the data center consolidation at Hanford because it didn't track the electrical bills for all of the server closets that it operated in the past. But one application that it could measure – the replacement of a traditional Lucent telephone system with VoIP phones –saw an 89 percent power reduction. Additionally, DOE said the virtualized thin clients that it has deployed use 80 percent less power than traditional desktops.
DOE's Hanford data center is reporting an average Power Usage Effectiveness (PUE) rating of 1.8, with 1.0 being a perfect score.


If you wish to purchase Roznin 5 Piece Dining Set By Red Barrel Studio , try to find quality wood joinery. When a bit is stuck together or if perhaps nails and anchoring screws are widely used to retain the furniture piece together, it does not previous long. It is recommended to spend more money to obtain a Roznin 5 Piece Dining Set By Red Barrel Studio with a bit of exceptional hardwood joinery work on it. Truly check out the thighs of any Roznin 5 Piece Dining Set By Red Barrel Studio you are considering purchasing. These hip and legs require not only to assist weight, they'll additionally be in contact with your flooring surfaces. Once they look like they'll do injury to your surface due to the supplies employed (like steel), then you really should opt for a distinct design. When buying Roznin 5 Piece Dining Set By Red Barrel Studio to your living room area, select natural colours. It is possible to alter the colors as well as other decoration in the area by altering highlights, paint and other points. Because of this, it is possible to modify up the design of your living area without spending a lot of money.
Everybody appreciates becoming soaked in your couch by the time you relax. This recommends the comfort and ease and the character from the sofas are important. Nobody likes to take a seat on a threatening and unpleasant couch with frazzled furniture. In fact, couches are expensive. If you are searching for the most comfy and comfy vehicles, in those days you have to purchase them. I've come across frequently that individuals end up buying the incorrect sofa after spending a fortune on it. Why? Essentially, they do not know how to pick the fantastic Ashley furniture couch in the easiest way. Keep in mind that the higher the cost, it usually doesn't provide you with the CORRECT item. With this case, we have discovered part of the best couches for any comfy feeling. We advise you realize before getting towards the super wealthy furnishings stores. You'll avoid problems and a little bit of "grieve over lot of money-bad luck".
Even though this lying loveseat has a heftier cost, its traditional design, options for personalization and automatic lying program make it worth the money. Its hand made wood body is cushioned with lower blend soft cushions for a much softer feel than you would receive from higher-density froth cushions, and the upholstery will come in a whopping 72 color and fabric combos. The availability of a lot of options makes it additional simple to set this lying loveseat with various patterns, materials, highlights and decorations styles. Plus, for those who have children or animals (or both!), you have the option to choose a stronger, stain-resistant material. One client shared the Sunbrella fabric materials has organized nicely against her pets and children. This reclining loveseat could have a classic, aged-school appear, but its built-in technology is anything but. It doesn't only have an automated lying program (that provides you with a complete lie down, together with your footrest totally parallel towards the chair), but it has a Universal serial bus port for using or just getting your iPad, apple iphone, Kindle or laptop.
This is actually the next couch on our checklist. It's additional comfortable and incredibly well suited for small rooms or loft living. It's upholstered in rayon fabric, potential customers inset buttons that provide a stylish diamond-tufted style. It is made from long lasting supplies and also the legs are constructed with long lasting wood to increase its sturdiness. The loveseat has an java discolored wooden legs and no-marking foot caps. It offers a comfortable froth padding and polyester fabric furniture that makes it extremely magnificent. It has a longue spot that provides an extraordinary space for relaxing.
This sofa is worked with the bell-shaped contour along with the higher armrest from the cushioning. In addition, the head is based on blocked part sides. The thighs, however, have became a member of the phony wooden covering. The sofa provides a comfortable and extravagant sensation. This is actually the direct consequence of extremely versatile padding inside the polyester upholstery. You can take a seat effortlessly for now to unwind. Each one of the shades offered for this couch shows its noteworthy element, Versatile style. The red tone would be well suited for each topics with light and darkish shades. That remains constant for different shades that it provides too. The couch is located in space. Regardless of whether its Thanksgiving or perhaps a huge loved ones reunion, you can trust it. Race-watching yet still time falling apart in your sofa with your friends is really a legitimate choice.
This established features a 1 left arm sofa set, two armless couch sets, and one part sofa set. This gives sufficient room to accommodate your friends and relations. The material is 100Percent rayon for sufficient durability and comfort. The advantage of this sofa established is the matching and mixing of seats within the available space in the room for any ideal shape. And also allows for fitted even in small areas. It requires just mild assembling.It also functions drive cushions for optimum comfort. You may want to do this set. It does the job nicely.
The Lawson could be called perfect American couch style. It's comfortable and simple: The boxy form is large and characteristically has 3 back soft cushions as well as 3 seat cushions. The traditional Lawson also has A higher back and container-formed cushions that have welts in the sides, just like the back pillows. Ideal for snuggling and napping, this sofa style was designed for Thomas Lawson, an American copper tycoon in the change from the hundred years. He desired a sofa that was quite different from the fussy Victorian styles which were typical at that time. Present versions from the Lawson may also incorporate wood or metal included in the hands. Most significantly, this sofa style is the one which will change its vibe using the textile you choose for that furniture. The shape is really versatile that it can be glamorous, luxurious, commercial, casual or formal depending on your material choice.
Typically now utilized in houses having a great room or open up floor plan, they are often large designs that seat lots of guests. In smaller sized rooms, they can be useful for seats within an region which has an odd part or any other room restriction. The opportunity to mix part units, finish units and reclining sections according to space and individual preference tends to make this sofa design extremely flexible. Sofa sofas are also available in a wide variety of designs, from extremely contemporary or super luxe, to much more loved ones-pleasant contemporary designs.
This couch is caused the bell-shaped shape combined with the upper armrest of the cushion. Additionally, the head is based on obstructed corner sides. The thighs, nevertheless, have became a member of the fake wooden wrapping. The sofa provides a comfy and extravagant feeling. This is actually the immediate result of extremely versatile padding within the rayon upholstery. You are able to take a seat effortlessly for the moment to relax. Each one of the shades provided for this couch demonstrates its noteworthy element, Versatile style. The red-colored sculpt would be well suited for both topics with light and darkish tones. That continues to be continuous for various shades that it provides as well. The couch is situated in room. Whether or not its Thanksgiving or perhaps a large family gathering, you can trust it. Marathon-viewing yet still time falling apart on your couch together with your friends is a genuine option.
This extremely-stylish, high-sovereign couch is designed to support reducing-edge lounge innovation. It is produced like a 2-item sofa sofa coupled with an attractive lounger. Additionally, it offers mobile arm rests and beneficial back again assistance. The gorgeous tapestry is completed with darkish fake leather, firmly tufted. You can feel at ease cushioning with froth inside the seat cushions. This ensures a fragile sensation when you rest after a monotonous day time. The sofa is reinforced with wood edge covered with dark artificial leather. Fake tufted leather and powerful pine give severe brightness. It is true that it takes a second appear since it is more costly of computer truly seems to be. Speaking of dimension, its large! This is exactly what provides much more superstars to this set. The height can also be remarkable for tall and brief individuals.
This sofa is appreciated for its distinctive design and luxury. Its striking pazazz-equip sofa with chairs provides you with maximum room for stretching and relaxing in your room. So generally the contemporary couch chaise increases the beauty of this established. The set includes cushion top hands padded back and seats for optimum comfort and ease. The couch also includes a corner-blocked wooden body that provides the sofa enough sturdiness. The couch measures 89 in . broad x 62 inches thorough by 4 inches in height which makes it ideal for medium dimension rooms. You may need to do small assembling eg of the legs.
Much like its namesake, the camelback sofa has a difficulty or maybe two that highlights the main silhouette of this couch design. This can be a conventional style that was prominent in the 18th century by Chippendale and households who wanted aristocratic, formal Revis Bar Cabinet frequently opted for this design. Today, this sofa design gives a more official atmosphere to any space, especially when padded inside a official fabric. A more casual textile option would make it appropriate for a family space that does not require a great deal of custom. In either case, the camelback couch has some elements that characterize the design and style. The thighs are typically exposed, the sofa has no back cushions also it normally has sq . or rolled hands.
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These days it's vitally important for any electrical works of any description to be carried out by an approved electrician. It's not just your safety and peace of mind which is of prime concern. It may be a stipulation of your insurance company that you use an approved contractor. Otherwise your cover could be void.
Electrical contracting is core to our business and whilst we undertake work across all markets, much of this is geared towards the agricultural sector. This can take many forms including the installation and wiring of grain dryers and mills and ventilation controls for pig and poultry units. The company is NICEIC approved, meaning we work to high standards and conform to all the latest regulations.
We can check your wiring, do full or partial re-wires, and we provide Portable Appliance Testing (PAT) too. All of our work is insurance approved, certified and tested.
Whether you require an electrical contractor for your home or business, we listen to your needs and cater our jobs to your exact specifications. Our well founded and highly respected company offer competitive prices no matter where you are in Yorkshire.
Call us for a free estimate on all electrical work on 01845 574691 or 01845 525655.


text:
NewsTV Review
Review: 13 Reasons Why Season 4 is Mediocre Despite its Emotional Finale
Diksha Sundriyal
'13 Reasons Why' is one of the most popular as well as the most controversial teen dramas to come out in recent times. Based on the book of the same name by Jay Asher, it begins with the tragic death of Hannah, a teenage girl who leaves behind thirteen tapes to explain why she decided to take her own life. The first season focused on Hannah's story and with a clear-cut direction for the story, it succeeded in capturing the seemingly latent struggles of teenagers. It received criticism for possibly glorifying suicide, but that didn't stop peoople from liking it.
From the next season, however, the show lost its focus and spread itself too thin with all the characters that it now felt responsible for. The second and the third season seemed disoriented in their approach and it seemed like, after Hannah, the storytellers didn't know who to put at the centre of the story. In the fourth and final season of the series, they do manage to find some semblance of that balance, but it is too little and too late.
13 Reasons Why Season 4 Recap
Winston transfers to Liberty High with the intent of finding out what really happened to Bryce Walker. He has his eyes set on Clay, whose condition worsens as he struggles with hallucinations and time loss. Justin comes back from rehab, but breaks-up with Jessica to give himself some more time to recuperate. At the school, the jocks are angry over Monty's death and under the leadership of Diego, they decide to conduct an investigation of their own. Meanwhile, the school authorities decide to impose some strict measures to ensure the safety of the students, but their methods don't sit well with the kids.
13 Reasons Why Season 4 Review
If you have been an ardent fan of '13 Reasons Why' since the beginning, sticking with it no matter what the critics or others had to say about it falling from grace after the first season, then the series finale will most certainly make you cry. It is an emotional sendoff that wraps up the school years of its characters, sending them out into the world on their own paths. It doesn't exactly resolve their storylines in a conventional way, rather opens them up to more possibilities, giving them as much hope as it gives to the audience. It is a tear-jerker of a finale and does justice to the arcs that the characters have traced over the course of four seasons.
This season could be called a return to form, as the show does not indulge in any more mysteries. It handles the aftermath of all those that have already happened, and dedicates most of its time to focus on the characters. Of course, it also tries to keep some intrigue in it with a threat on the horizon for Clay and his friends. The season opens with a funeral, so there is yet another death to bring the characters back into the fray of the things that led to it and how it affects their lives. While in the previous season, it seemed too invested in sticking with the whodunit aspect and taking some very unexpected and rather unnecessary turns sometimes; this time around, everything is focused on the mental highs and lows of its subjects.
One of the reasons why it gets back on track is because it focuses on something that should have been explored a long time ago. The story had started with Clay listening to the tapes left by Hannah. From that point onwards, he became the string that ties everything together, and yet, somehow, his story seemed to take a backseat, with someone else's issue steering the course of the show. In its final season, the show does right by him and puts him in the position where he has to confront his problems and seek help from others, rather than the other way around.
While '13 Reasons Why' gets an extra point for the effort, it doesn't entirely break away from the flaws that its previous seasons had suffered from. Despite its increased focus on Clay, it doesn't quite understand how to handle the topic and, once again, tries to tackle it with the help of another mystery that is rather predictable and not so engaging. It tries something new by shifting genres; at one point, it almost turns into a slasher horror, and another time, it uses a dystopian sci-fi sequence to hint at the psyche of a character. But these things only feel like distractions, never really succeeding in being as deep and meaningful as they were intended to be.
Considering everything, the fourth season tries to tie up all loose ends giving a proper send-off to the show. It doesn't make up for the disappointments, but, at least, it doesn't promise another unnecessary season. It finally accepts that it has run its course, and that, in itself, means a lot.
Read More: Is 13 Reasons Why a True Story?

redpajama_set_name: RedPajamaCommonCrawl


Spring and summer collection is inspired by subtle shades and wild flowers, butterflies, light and flowing floral patterns. There sure to be found a dress for every occasion.
Flow is part of joy wearing Culotte pants and Josephine dress for twisting and spinning. A must have.
As it gets hot your children will love the lightness of our summer dresses HOT DAY and Petit Fleur.
To our Classical collection we have added beautiful white and soft ecru dresses just for that Special Occasions, Communion and Bridal Flower girls. All made from luxuriously soft , lightweight cotton. We created beautiful flower names just for those special occasions: Blossom, Magnolia, Lili Bells, Petit Fleur.
We took our classic vintage charm Simple Me dress , loved by all, and made it available for everyone's taste. Now you can wear your favourite dress everyday, with each day in different Colour and Pattern. Kids love this dress for it's unique, creative and playful. Its wash and go. Mix and match, have fun.
We hope you will enjoy aQademia collection, as much as we have loved designing it for Your little once.
After a long, cold winter Our exciting NEW collection is here. Lets Fly its' all about Harmony and Celebration of life.
Regardless of style, which your son prefers, in aQademia.eu you will find essencial pieces for boy's wardrobe. Match and mix gray and blue.
Comfortable Anton shorts will ideally work out during the PE lessons, free play at the yard while riding a bicycle or playing football. Universal Gino shirt will add the character to any outfit, depending on the rest of garment.
stripe, which we transformed into a fashionable modern look.


The 8th Absenteeism Barometer study, produced by Ayming, a business performance consultancy, has just been released. It contains some very interesting statistics for workplace absenteeism and employee engagement for the UK & Europe.
The study shows that British employees have the highest attendance rate for Europe, with 84% 'always present' rate. They also have the highest rate of happiness, with 80% polled happy in their work. However, at just 23%, they also have the lowest motivation rate of any European countries.
This indicates a very important point. Mainly that, in the UK at least, engagement isn't directly related to attendance and happiness, with often a wild gulf between them.
The difference between absenteeism and engagement suggests that although British employees are physically present for work, this does not mean that they are motivated employees. This indicates that presenteeism (being present at work but with a low level of productivity) may well be an issue for HR managers to address. It also suggests that any absenteeism issues should be dealt with separately to engagement efforts.
When specifically asked what factors influenced their engagement levels at work, British employees highlighted professional development and recognition as areas needing improvement. The most contented employees also cited flexibility as one area they would appreciate more effort in.
Although the study doesn't go further in pointing out the productivity and financial loss in having such low levels of engagement in the UK, an investment in engagement could well achieve more potential from your workforce as a cheaper alternative to increasing its size. This is especially true considering that attendance alone is not a guarantee of engagement.
With a Time and Attendance System, you can support an engagement strategy through factors such as communication, staff empowerment, fairness and continuing professional development (CPD), whilst being able to offer flexible working without any additional strain on HR administration.
If you would like to see how we can tailor our Time & Attendance Solutions for the specific employee engagement needs of your organisation, please contact us.


2014 SEMA Show Photo Thread - Next best thing to being there!
Discussion in 'Exploring everything under the sun!!' started by Rick, November 4, 2014.
Just got back to the hotel from our first day at the SEMA show. Lot's of pics, mainly of hot rods today. Tomorrow we're going to check out the South Hall where we may be able to find some products for the new Explorers and of course most of the offroad oriented stuff is over there as well.


SKILLSWORK: Speaking - Getting to know one another and breaking the ice: Find someone who.
SKILLSWORK: Vocabulary acquisition. Listening - Susan Davies. Reading - Trouble in Paradise.
COURSEBOOK: Unit 5, pages 46 - 47.
SKILLSWORK: Learning a word - Meaning, Grammar, Pronunciation, Collocation, Context. Speaking - Controversial questions. Reading - Travel writers.


Islamabad, Pakistan – Classic Rock Coffee opened its newest coffee shop on 10th March, 2014 in Arena, Bahria Town, phase IV, with a grand premier event. Coffee lovers, celebrities, media, esteemed guests and senior members of Classic Rock Coffee attended the inauguration. In Pakistan Classic Rock Coffee is the first international brand to Roast green coffee beans locally and offer coffee lover freshly roasted beans. The company's headquartered in Springfield, MO USA. The HQ serves not only as the corporate headquarters, but also our distribution center and the flagship store. Further branches are in Dubai, India, Egypt and now in Pakistan.
CRCC outlet was launched with beautifully designed and decorated event which included media wall, live music, huge size guitars & coffee cups with all the walls decorated with CRCC artworks. But no one had the control of the heavens as they just opened their doors for a rocking thunderstorm which blew away all the arrangements. The entire launch was shifted inside the Arena cinema and the theme was changed from rock to pure voice skills as Ali Azmat played UNPLUGED for the guests which in itself was something so intriguing for everyone. Later Ayesha Omer also joined him on to the stage and sang Neend Aati Nahen with him. Natty & Nadia Hussain were also present at the launch for media interviews and to give CRCC products amongst the lucky winners from the guests list.
1. Atomic Punk Espresso Signature Coffee is a super group of band members from South America, the Asian Isles and Ethiopia. This group was specifically formed for cappuccino and latte fans, although it performs very well onstage by itself. 2. Back in black bold is a tribute to dark roasting with four stops in South and Central America that includes Guatemala, El Salvador, Columbia and Brazil. 3. Barracuda bite band members come from a plantation in India. 4. Breakfast in America morning Signature Coffee is a perfect opening act for the over 400 million cups of coffee consumed every day in America. 5. Living After Midnight is a signature coffee designed to give you sweet nutty tones and push more watts (caffeine) than any other coffees in our lineup. 6. Cold shot coffee concentrate is a special Signature Coffee from North America.
"The heart of CRCC business is sourcing and roasting great coffees to create legendary coffee drinks. At Classic Rock Coffee there is a lot of work that happens backstage, prior to you getting a "Dirty White Boy", or cup of "Back in Black Bold". Classic rock coffee is the first international coffee chain to bring in raw beans from different parts of the world and create new freshly roasted signature coffees from its roasting centre set up in Islamabad. Black Pvt Ltd the master franchise of CLASSIC ROCK COFFEE is planning to soon open new outlets of this amazing brand and has also started the franchising process, interested parties can contact through website (www.black.com.pk) or through facebook www.calssicrockcoffeepakistan.


As y'all know, I am headed to college this fall and as you can imagine all I have thought about recently is how to decorate my dorm! Sadly, Furman does not allow freshman to choose their room mates so instead, we take a survey and the school matches us based on that survey.
I will not find out my roommate or which dorm I will be living in until mid July so I am going ahead and doing most of my dorm shopping now since I will be gone all summer. Below is some inspiration for the dorm room decor I am trying to create!
As you can see from the image I am kind of basing my dorm around Lilly Pulitzer's Chin Chin print. I could not help but fall in love with the colorful elephants on the pattern and that is why it is going to be my accent pattern!
As for bedding, I am really struggling to find a duvet that works. I really want a light aqua colored one that I can fold up at the end of my bed but finding that online is easier said than done. I have found a really fun white ruffled quilt that I am hoping to use as my covers with the duvet at the end during the warmer months and then during the cooler months I can use the duvet and have the blanket at the end of my bed. If y'all know of anywhere where I could find a light aqua (to match the blue in the chin chin print) duvet then please let me know!
Here are two of the quilts I am looking at! I love the ruffles on the quilts. I know it is kind of discouraged to look for any white bedding but I want something plain to keep my room looking modern and not too colorful.
On the same note as bedding, depending on which dorm I get, I will probably get a headboard made to make my dorm room look like home. I have ordered some Lilly fabric in the Chin Chin print so I can make the headboard out of that or I can do something plain!
As for accessories, I ordered a precious memo board and monogrammed pillow from the etsy store My Pink and Green Garden and I am super excited about those!
I also have a large wooden monogram that I plan to take to college with me that I received from my aunt for my birthday so that will be a fun addition.
For my desk and storage I plan to get some of Lifeguard Press's Lilly Pulitzer storage bins in Chin Chin to use over my desk, under my bed, and in my closet! Sadly, the print does not look identical to the fabric of Chin Chin because it is a bit darker and does not have the same blue accents but it will look cute nonetheless!
For other storage, I plan on recovering a storage ottoman from target to use either as extra seating, a stool, or even a bedside table. I plan on recovering it in the Lilly fabric I purchased and by doing it myself I will be saving a lot of money as opposed to if I were buying it from decor 2 ur door, a custom dorm room bedding company that sells similar ottomans! Their ottomans are priced at $125 and I will be purchasing my ottoman for $20 and recovering it with my moms help!
I plan on having lots of fun and decorative pillows on my bed and have already started shopping around for them. I found an awesome etsy shop called IvyHalls that specializes in dorm bedding that has the cutest accent pillows and euro shams that I am hoping to order! I will not be ordering the accent pillow in that color but I wanted to give you an idea of what it looked like!
For wall art, I will probably paint myself some cute painting in colors that will match my bedding. You can find my paintings on Etsy!
That is all I have really done at the moment but you can expect lots of dorm room idea updates pretty much until I get to school and have it decorated!
If you want to see more dorm room inspiration from me follow my Dorm Room and College Life board on Pinterest or just follow me on Pinterest in general!
Don't forget that all this week I will have 2 posts up per day! Content based posts will be up at 9 AM and fun product and shop posts will be up at 3 PM!
This is so cute!!!! I love the chin chin print!!! Not to screw up your plans/freak you out but freshman year one of my suitemates had gorgeous white pbteen bedding that she totally ruined with stains and whatever from freshman year. When her mom came to pick her up, the mom ended up just throwing it away because she didn't think dry cleaning would work. You're probably neater than this girl, but I don't want you to spend a lot of $$ on the white stuff and then its ruined in a year! Can't wait to see what else you find!!! I LOVED shopping for dorm stuff!!!
Try pottery barn teen for a duvet! Thats where I got mine and used it all 4 years of college!!
So fun! I wish I could decorate a dorm room again! It's so sad you can't find out who your roommate is to coordinate with her!
I just got my room done for my birthday and my mom ordered the IvyHall pillows! The Eurosham and accent pillow are adorable but order the inserts off of Amazon where they are the most inexpensive.
I currently live in a dorm, and bought a monogrammed duvet from Pottery Barn. It's so cute, and has held up great for the past two years! Hopefully it will do just as well in college for the next four! Here's the link if you're interested.


Fabulous new technical style microfleece that is Duke of Edinburgh approved and makes an essential addition to any expedition pack. Lightweight, quick drying and insulating, Ionic Half Zip completes the look with sporty elasticated binding to cuffs and hem. A microfleece with unlimited potential.


In surgery or intensive care there are moments when the only way to control a patient's temperature effectively is the obvious way - the application of a warm or cool surface to the patient's skin. And when you do this, you need to have complete control of the process. You need safe and simple tools and gentle and uniform heat gradients.
Hawksley's water-filled mattress heating and cooling systems combine sophisticated technology with easy, intuitive controls to give you, the clinician, dependable safe devices that keep patient body temperatures as you want them.
Uniquely Hawksley's patient warming and cooling systems also incorporate a rippling function into the mattress to reduce the risk of pressure sores on a patient.
Easy to maintain and with hard wearing consumables, the Hawksley Ripple Heat and Ripple Cool machines are built for longevity, intuitive operation and good value.


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The Great Bear Snowshed on the Coquihalla Highway (Highway 5) in British Columbia. Truck driver Roy McCormack testified in BC Supreme Court in Chilliwack on Feb. 25, 2021 that his brakes started smoking in about this location, and soon after he lost all braking, which led to a multi-vehicle crash further down the road on Aug. 5, 2016. (GoogleMaps)
Truck driver charged with criminal negligence in Coquihalla crash is accused of ignoring smoking brakes
Just before crashing the smoking truck was seen entering Zopkios brake check and leaving shortly after
Truck driver Roy McCormack faced a series of life-and-death decisions as his out-of-control tractor trailer picked up speed with failing brakes on a clear day in August 2016 on one of the steepest grades on one of the most dangerous highways in North America.
That was part of McCormack's testimony as the sole witness in his own defence in his BC Supreme Court trial in Chilliwack this week.
McCormack is charged with eight counts of criminal negligence causing bodily harm and one count of dangerous operation of a motor vehicle after he was involved in a multi-vehicle collision on Highway 5 (Coquihalla Highway) on August 5, 2016.
READ MORE: Truck driver facing 8 counts of criminal negligence for 2016 Coquihalla crash
Crown is arguing that McCormack was criminally negligent in failing to conduct proper pre-trip inspections, failing to deal with smoking brakes at the summit of the Coquihalla, and making fraudulent entries in his log book.
McCormack said he acted up to the standards he normally performed as a truck driver, and he did all he could to avoid the collision that injured eight people.
On Thursday (Feb. 25), Crown wrapped up its case, and then McCormack took the witness stand as the sole witness for the defence.
He testified said that soon after leaving the Zopkios Brake Check and when he was at or near the Great Bear Snow Shed, he started to notice smoke coming from the rear left wheel on his trailer for the second time in just a few kilometres. Before he entered Zopkios he had notice smoke from the same location, but he said when he checked at the roadside stop, everything seemed fine.
"As soon as I hit the steepest part of the grade my truck started to speed up and I applied the brake," the 58-year-old testified Thursday.
"At this point, I realized the weight of the trailer is pushing my truck. There is something wrong with my trailer. I noticed a 90 km/hr sign so I kept trying to apply my brakes. In my panic it emptied out the air in the tanks and my alarm bells were going off. At this point I was really starting to panic because I had no brakes and no air."
McCormack said he spotted a runaway lane up ahead, but there was a truck in the right lane, his only way to get to it was to crash into that truck, something he considered but didn't do.
That's when he saw far up ahead, traffic was stopped, and he testified he was left with two choices: go into oncoming traffic or drive off the mountain.
He did neither, and neither were likely possible given the concrete barriers on both sides of the lanes.
"That's when I completely panicked," he said.
He said he pondered pulling the parking brakes but "I didn't know what would happen."
Instead he tried to grind his truck up against the concrete barriers, but instead his truck bounced back into the centre of the highway. As he barrelled towards two lanes of stopped traffic, he decided his choice was to smash directly into the back of one lane of cars, or stay in the middle of the two-lane road hoping to cause less damage to the cars and trucks up ahead.
He said the first thing he hit was an RV trailer that broke his driver-side window "and hit glass and wood in my face" and he lost control.
"Eventually I came to a stop and I was in shock," he said. "I heard lots of noise, people yelling and screaming."
Crown counsel Grant Lindsey cross-examined McCormack, asking repeatedly why he didn't try to pull the truck's parking brakes as he admitted considering.
"At some point, you thought it was better to run into these vehicles than trying the parking brake," Lindsey said. "Why didn't you try the parking brake?"
McCormack responded that he didn't know what would happen.
"It could jackknife or roll. All I could think of was hitting oncoming traffic."
Regardless of his actions or inactions once it was clear his brakes didn't work going downhill on the Coquihalla, the case seems to hinge on whether McCormack's lack of proper pre-trip inspections alleged by Crown amount to criminal negligence.
One professional vehicle inspector testified he saw damage to the brakes and a bald tire, neither of which took a detailed analysis to notice.
Lindsey put to McCormack the suggestion that the truck driver didn't pull into Zopkios to inspect his brakes that had been smoking, he rolled in to the brake check only because he was afraid he would be seen if he didn't.
"I'm suggesting you didn't actually stop there," Lindsey said.
"I'm suggesting you went into Zopkios still smoking and you hoped you could get down the hill."
McCormack denied that, insisting that he inspected the truck and found nothing after the smoking brakes, and before the brakes gave out and the crash happened.
"I didn't see anything that raised concerns for me."
Lindsey and defence counsel Philip Derksen both wrapped up their cases Thursday (Feb. 25) and are scheduled to present closing arguments on Friday.
Justice Peter Edelmann will likely put his decision over to another date.
RELATED: UPDATE: Coquihalla reopened after pileup leaves 1 dead, dozens injured
RELATED: 30 years later: Stories from the Coquihalla
editor@theprogress.com
@TheProgress
Coquihalla Highway
Petition to save South Okanagan's only midwife clinic nears 3,000 signatures
ECG machines onboard Okanagan ambulances for quickest response to heart attacks


First introduced in 2009, the current-generation Maxima recently received a modest update that included a few styling tweaks. Pointed "fish hook" headlights, muscular haunches and a wide stance visually define the car.
Those sporty exterior cues are backed up by a 3.5-liter V6 that serves up a healthy 290 horsepower and 261 lb-ft. of torque. A continuously variable transmission (CVT) sends power to the front wheels.
The Maxima is offered in S and SV trim levels.
- 18-inch aluminum alloy wheels.
Three optional equipment packages are available for the SV trim.
- The SV Value Package brings heated front seats, a heated steering wheel and heated outside mirror.
- The SV Sport Package includes a performance-tuned suspension, 19-inch aluminum wheels, sport-themed grille and headlights and a rear spoiler; newly included in the pack for the latest model year is a climate-controlled driver's seat, a seven-inch color monitor, USB connectivity, an iPod net in center console and a rear parking camera.
- The SV Premium Package brings a dual-panel sunroof, cherry wood-tone interior trim and a rear-window power sunshade.
A navigation system can also be spec'd as an option.
Standard safety features include dual front, front side and full-length side curtain airbags in addition to traction and stability control systems and a tire-pressure monitoring system.


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The rebirth of Skoda
A Skoda case study
This case study looks at the turn-round in the fortunes of Skoda which has come about through investment in new technology, management training, product development and effective marketing.
The Skoda company began back in 1895 when Czech entrepreneurs, Vaclav Laurin and Vaclav Klement began making bicycles in the Czech town of Mlada Boleslav. They very soon expanded into motorcycle manufacture and by 1905 had made their first motor cars. In the early days the vehicles were quite grand and were as stylish and innovative as many of the famous names of Western Europe and America. The Skoda reputation for quality was such that during the twenties it was the only manufacturer granted a licence by the famous Hispano-Suiza company marque to build its luxury limousines.
After the second world war Czechoslovakia became more and more isolated from outside influences and new vehicle production at the Skoda factory became increasingly basic and functional reflecting the values of the now established Communist government. Raw materials were poor and with little outside intervention Skoda was unable to keep up with western motor manufacturers in terms of style and innovation. The authorities made the rules and even insisted on such things as windscreens not being raked too far back in case the cars looked decadently sporty. The factory concentrated on mass production of standardised products and all resources were ploughed into this. The first millionth Skoda car of a single type was produced in Mlada Boleslav during this period on 29 August 1973.
However, even in the unfavourable environment of a poorly managed economy where innovation was not encouraged the Skoda factory managed to preserve the skills of craftsmanship, invention and design for which it had once been famous. This strength was to prove invaluable when the time came for the rejuvenation of the Czech economy and the company.
After the Velvet Revolution in 1989, the newly formed Czech Republic began rebuilding its economy in the free market and Skoda quickly realised that things had to change if it was to successfully compete in this market. Skoda began the search for an economically sound partner with financial, technical and managerial resources to help improve the efficiency of its factories and assist in the company's future development. A number of leading automotive manufacturers demonstrated a keen interest, but the Czech government decided to accept the Volkswagen Group proposal, with the full approval of Skoda's management, engineers and Union members. A key element in accepting Volkswagen for this partnership was the guarantee of the independence and selfreliance of the existing factories and Skoda marque. Skoda was to retain its own identity and responsibility for product development, production and sales operation.
On April 16th 1991, Skoda became a public company and the fourth brand in the International Volkswagen Group, the others being Volkswagen, Audi and SEAT. The Czech company contributed its assets in the former state firm to this new business, thus becoming co-owner of Skoda. The Volkswagen Group contributed capital, advanced technology and managerial assistance and expertise. The Skoda model in production at that time was the Favorit, which had almost no competition on the home market until after the Velvet Revolution. Under the new Volkswagen management the
Favorit model underwent a thorough upgrading, which resulted in 800 technical improvements, including reducing noise levels, single point fuel injection and new safety features. Build quality was improved to meet the rigorous standards upheld by all Volkswagen manufacturing plants and the aesthetic appeal of the Skoda cars was improved with the introduction of new colours and trims, ensuring it was able to hold its place against new competitors in the Czech Republic and improve its appeal in Skoda's export markets.
Skoda | The rebirth of Skoda
2: Changing the image
3: Changing perceptions
4: The UK market
5: Research


Nucleosome positioning in the somatic macronuclear genome of the ciliated protozoan Tetrahymena thermophila was analyzed by indirect end labeling. Nucleosomes were positioned nonrandomly in three different regions of theTetrahymena genome. Nucleosome repeat length varied between adjacent nucleosomes. Nucleosome positioning in a histone H1 knockout strain was indistinguishable from that in a strain with wild type histone H1.
Journal of Biological Chemistry, Vol. 274, No. 46 (November 12, 1999): 33020-33024. DOI.


Moon doesn't put up with nonsense. And once he's on a case, he won't stop until he sees it through to the end. Never mind that he only has one leg (lost in the second World War...it's 1948). He always gets his man. Or his woman.