Library Information Studies-Management of Information Agencies Assignment

Library Information Studies-Management of Information Agencies (Subject name)-Case study organisational culture - Assignment Example Currently, the organization faces challenges in technological and service delivery. There are hitches in communication with users. Furthermore, a majority of employees are about to retire. Additionally, poor management seems to be a concern from the previous management. There are several elements that denote the culture present in an organization. According to Daft (2007), beliefs, values, assumptions, language, rituals, physical structures and stories are the elements of organizational culture. These elements speak volumes about what an organization deems relevant as it runs its daily activities (Stueart, & Moran, 2007). Beliefs and values indicate what an organization guides its activities along. Furthermore, assumptions indicate what an organization takes to be critical in relation to its existence. Language, rituals, stories and physical structures refer to the artifacts of organizational culture. This means that there are routines and activities that denote an organization. Artifacts highlight the ability to attain the goals and objectives of an organization (Stueart, & Moran, 2007). In the context of the public library, in question, there are several elements that are clear. The elements are clear in the team and employee aspects of the organization. Additionally, the library seems to have been relying on an aging workforce. This is an element of organization culture that indicates the beliefs and values in relation to the workforce. However, the element of language comes out properly in relation to communication. The public library faces issues with meeting and communicating with user groups. The dwindling levels of communication indicate an issue with the culture of the organization at the moment. Additionally, the public library has issues relating with its physical structures. Physical structures denote the general outlook of an organization and the impact on performance. In this scenario, the library has many

Communication Essay Example | Topics and Well Written Essays - 500 words - 19

Communication - Essay Example This paper discusses this with certain examples. Let’s suppose a workplace in which a male employee is talking to a female employee. The two are in some sort of an argument over a matter related to work. The male employee finally says, â€Å"You know what? I give up. No man can win an argument from a woman.† The female employee becomes offensive and says, â€Å"So you suggest I am right because I am a woman? Not because what I am saying is actually right?† She snaps at the male employee and walks out of the room. This explains how the use of sexist language can serve as a barrier to communication. Now let’s suppose a scenario in which two colleagues are dining together at the cafeteria. One of them is an Indian and the other is an American. The two are having gossip and a good time together. The American colleague orders a Pizza for himself and asks the Indian colleague what he would like to have. The Indian colleague replies, â€Å"I would like to have chicken curry.† Suddenly, the American colleague says, â€Å"Now I know why you Indians smell like curry.† The Indian colleague replies, â€Å"For the same reason that you Americans are so obese.† Seeds of dislike are planted in the hearts of both for each other. Now let’s suppose a situation in which two friends are attending a party. One of them is straight while the other is a gay. The former doesn’t know the homosexual orientation of the latter. The straight guy suggests the gay, â€Å"Hey look, why don’t you pair up with that blonde in the skirt! She’s pretty.† The gay guy manages to change the topic. The straight guy again suggests a suitable match. The gay guy finally says, â€Å"I’m into men†¦OK?† The straight guy says, â€Å"Is that why you’re with me? OMG! All this while, I’ve been with a fag!† The gay guy thinks he has heard enough, and snaps out. Concluding, sexist, racist, and homophobic

Teaching and Learning in Clinical Practice

Teaching and Learning in Clinical Practice The purpose of this essay is to outline the episode of teaching and learning in clinical practice that I have been involved. It will describe the significance of under penning theory of teaching, It will demonstrate knowledge and understanding teaching and learning methods relate with learning outcomes/objectives, assessment, and evaluation and quality assurance. It will also going to looking at the reflection that has been required to the teaching session based on the evaluation. I am going to use Gibbs (1988) Reflective Cycle. This model is a recognized framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my teaching practice continuously and learning from the experience for better practice in the future. Learning is the act or process by which behavioural change, knowledge, skills and attitudes are acquired Boyd, et al. (1980) therefore learning is not just attending a class or reading books it is all about changing behaviours and attitudes, reflecting what has been taught by practicing. There are three sets of learning theory generally used in educational circles these are behaviourist, humanistic, and cognitive. For my teaching session I have used Cognitive approach because the cognitive method is student-centred. In other words, as an adult learner, the students find out for themselves in a self-directed way Pritchard, A. (2008). According to Knowles, M.S. (2005) and Quinn, F.M Hughes, S (2007) cognitive learning is a great method that provides the means of knowledge, and goes well beyond simple imitation of others. Conditioning can never explain what you are learning from reading our web-site. This learning illustrates the importance of cognitive learning Conner, M. L. (2005).. Cognitive learning defined as the gaining of knowledge and skill by mental or cognitive processes. The procedures we have for manipulating information in our heads Cognitive processes include creating mental representations of physical objects and events, and other forms of information processing Thorners.L (2009). In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and r emembering newly incoming information. One of the most useful descriptive models available of the adult learning process provided by Kolb (1984) suggesting that there are four stages in learning which follow from each other: Concrete Experience is followed by Reflection on that experience on a personal basis. This may then be followed by the derivation of general rules describing the experience, or the application of known theories to it Abstract Conceptualisation, and thus to the construction of ways of modifying the next occurrence of the experience Active Experimentation, leading in turn to the next Concrete Experience. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be wheels within wheels process at the same time Muijs.D And Reynolds.D (2006),à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. According to Pritchard, A. (2008) the best way for a person to learn depends on the person, of course. It is well know that people have different leaning styles that work best for them. The best approach for a teacher to take is to address a variety of learning styles with their teaching plan. It is also helpful to encourage students to understand their preferred leaning style. Teachers should make students aware of the various learning styles and encourage them to consider their preferred style as they complete their studies. Wragg.E.C (2004) recommended that teachers should create an environment with lots of tools for developing an understanding of the topic. I have provided PowerPoint slide and image from the web so that the students can learn in both way from the slide and image. I have applied them by allowing the students to be active participants discussing on the topic, monitoring students progress and ask lots questions and answer. Teachers should provide use of visual and v erbal teaching methods as well as speak out loud student using technique. Student should think deeply and answer questions about the topic to further develop their understanding. Incorrect answer can be a good thing as it helps the student recognise that they need learn more to achieve purpose of the topic Conner, M. L. (2005). Cognitive learning strategies include case studies, research, discussions, self-assessment and presentations. As an adult learner, I used PowerPoint presentation with good font size and good background light as well as topic related image which can attracts the audience and grape their tension. The topic of the lesson I have prepared was based on the audience level and relevant for their future nursing career. According to NMC (2008) we have a duty to facilitate students of nursing, midwifery and specialist community public health nursing and others to develop their competence. I have a responsibility to teach based on current evidence, best practice and, where acceptable, validated research when it is available. According to Malcolm (2005) the Andragogical Model in adult learners has a self-concept of being responsible for their own decisions, for their own lives. Ones they arrived at that self-concept, they develop a deep psychological need to be seen by others and treated by other s as being capable of self-direction. This includes letting learners know how the topic is important to learn, showing learners how to direct themselves through information and relating the topic to their experiences. In addition, people will not learn until they are ready and motivated to learn. Often this requires helping them overcome inhibitions, behaviours, and beliefs about learning Conner, M. L. (2005). Lesson plan is one of the most important principles of good teaching so that the teacher can check that he/she keeping to time and actually what the content of her/his lesson is, as well as a framework for reflection and evaluation Pritchard, A. (2008) Thorners.L (2009) I have structured my lesson plan by asking myself about the title for the session, the type of expected learning, about teaching and learning methods, length of time available, location of teaching session, access computer, internet resources, etc. I also think about the audience the number of learners and their study level or stage in training, and how will I know if the students understand? This is by assessing student Informal and formal way, questioning techniques, feedback from learners Knowles, M.S. (2005), Muijs.D And Reynolds.D (2006) and Surgenor.P (2010) I have also set out the aim and objectives for my teaching session, that way the students know what to expect and also what they are expected to know by the end of the session. Surgenor.P (2010), Muijs.D And Reynolds.D (2006) explained that the goal of creating learning objectives is to provide a means of clarifying the purpose of teaching to ensure the lesson is successful and the objectives are achieved. Clearly identifying learning objectives improves the communication between the teacher and the learner. When the objectives of a teaching have been clearly identified and presented in an orderly progression, the desired learning outcomes will be attained. In this paragraph, I am going to reflect on the situation that taken place during my teaching session using Gibbs module which consist six stages. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again NHS, (2006). Dunn.L, (2002) and Wragg.E.C (2004) gave some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Jasper M (2003) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behaviour, looking at other people perspectives, being se lf-aware and improving the future by learning the past. Description, I had a clinical teaching session PowerPoint presentation for my fellow students at London South Bank University in January 2011. It was a 20 minutes teaching session based on nursing related topic I left home early as I wanted to print my note. Unfortunately it was just a shame that I forgot my student card and couldnt print my work for this result I was panicking but I managed to teach using the PowerPoint slides. I thought the students will come up with lots questions which would challenge me. Feelings, I was feeling nervous just before I begin to talk and during the first  five minutes, and then things get much easier. Before I started to teach, I introduced myself and approached the students to build a good connection with them as I do not want them to feel bored as well as I myself was blank due to anxiety. My first approached was to ask them how much they know about the topic. The students were interested in the topic and they were quite knowledge about the topic. In this situation, I showed up my emphatic listening. According to Wold (2004) the emphatic listening is about the motivation to understand the other person not just judging the persons fact. Then, I start going through slides in detail each point and I ensured if the students could hear me as I was quite quickly spoken and coughing during talk due to mouth dryness. In the meantime I used non-verbal communication skills with them including using my body gesturers and facial expression. Body gesturers and fa cial expressions are referred as a non-verbal communication Surgenor.P (2010) and Jasper M (2003). As a result, the students gave a good collaboration and enjoyed the session until finished. Evaluating, I was pleased to see that the students did not disappoint with the session. I feel I make the right decision to accompany and assess student if they could hear me in order to get my point. Furthermore, I could develop my confident to teach/communicate more effectively. Although Pollard.A, (2008), would describe it as a task-centre communication as one of the element caused the lack communication among teachers. My worry was that during my preparation it was not considered how I could handle my anxieties and nerves which affect my communication by talking quick or may not clear enough. In my analysis, generally the session went well because I used cognitive approach correctly and used appropriate teaching method. Point out that Pritchard, A. (2008) cognitive theory is a great theory to follow when teaching. I was suffering with mouth dryness and talked quickly, it seemed because I was nerves, otherwise enjoyed good teaching. During my presentation it might have helped to have a print out note of my presentation so that I dont get blank and also I might have helped if it was considered how I will handle my own anxieties and nerves for example to have a bottle of water would have help to hydrate me. Study suggested that to practice my talk and keep a note of timings and any helpful stage direction as well as considering how to react under pressure. Study also shows that it is common to speak more quickly when nervous and therefore, it is useful to think of ways of slowing down at the beginning of your talk NHS (2006), Pollard.A, (2008), Skinner.D (2010). The students were satisfied to learn new thing from the topic that has no previously done and learnt the important point of the session. I was satisfied with engaging students by asking questions and answering, student discussion and that they appeared to be knowledgeable. According to West, Clark and Jasper (2007) provide students with best opportunity for success during the assessment process it is essential to ensure they have a feasible workload for their stage of education that can enable them to learn as well as to work therefore I was giving them every opportunities to ask question and to discuses on the topic by assessing what they learnt and by asking questions which help students to build up their confidence. Conclusion, after analysed the situation, I could conclude that I was able to know how important a good practice is valuing student respect them and treat them as an individual to deliver a good teaching. I also gain knowledge the skills for effective communication with the student weather I am nerves or anxious, I could communicate effectively with student such as approach the student, asking questions, be an active listening, show my understanding and support the encourage for further reading. There wasnt a lot I could have done in this situation; I did ask students as much as I could and I was able to answer their question as well which makes me feel good. However, I could have challenged the students by kept a little bit more if I had print out my note. The Gibbs reflective method has helped me to learn from experience and has given me an insight on what I would do differently if the situation happened again. In the future I believe that I will be able to demonstrate and work closely with both service users to support them, by assessing their needs, reviewing risks, policies and procedures that apply to them. Action plan, for the future I will be able to give the best teaching practice because now I have gain more knowledge about how to prepare teaching session and how to teach. I am also aware that by assisting patients in many ways for example, help patients to contain uncomfortable feelings, by assessing what my symptoms are, I need to learn how to hide these symptoms and pretend to be more confident. For example, if my hands were shaking I wouldnt hold my notes in my hands. If my mouth does dry, then I would keep a bottle of water along. According to Pollard.A, (2008), often by finding ways of controlling the symptoms, you will find that you are no longer feeling quite so anxious. During this essay I learnt the role of teaching and learning theory and I have developed skills and professional knowledge to work effectively with others. Also this essay helped me to develop my knowledge in teaching and learning and understand how the laws and policies are set up to give a better quality practice for teaching so I will use this for my future teaching in practice. I also learnt about individual needs in teaching and the important of approach to teach with student that promotes diversity and valuing differences, Self-esteem and positive group identity, fulfilment of individual potential, and, the full participation of all groups in society.

Death to the Death Penalty Essay -- Capital Punishment, Death, Lethal

â€Å"When Michael Ryan was sentenced to death, We were sentenced to† (Kelle, a.n.d, par.2). Keeping him tied outside to a deck with no coat to freeze in the winter cold, disemboweling him with a shovel to shooting off each one of his fingers, James Thimm was tortured to death (Kelle,2009). We imagine that as each day went past the pain would weaken. But that wasn’t the case for Miriam Thimm Kelle and his family. Michael Ryan the killer of Jim, were sentenced to the death penalty but little did Miriam know he was also sentenced. For some 20 years Michael Ryan's execution was carried out through every appeal on and on. The pain that Kelle’s family inflicted was insufferable. As unfortunate as the occurrence was it is safe to say this continues to be the pain of many murder victims families. The death penalty provides nothing but pain for the victims family, the economy and the society. There are multiple reasons why one should be against the death penalty. For a society that wants to be civilized, putting people to death does not solve that problem. Thinking that its helping, the death penalty actually creates a whole new set of victims. Mistakes are made because cases always turns out to be innocent. The death penalty is often used as a discriminatory tool for poor, blacks, and other specifics. Like life imprisonment the death penalty is no more deterrent. There's always the possibility of rehabilitations no matter how evil the crime was. It is hypocritical and against the law to kill someone but the state still do. The overall quality of life is bad in a society where the death penalty is used. And when this whole ordeal is put into play it brings down the society as whole. Most murders committed are largely done in the heart of the moment. â€Å"The homicide rate is at least five times greater in the united states than in any western European country† (Carter, 2012, part.4). No where does studies show a substantial net deterrent effect from capital punishment under modern U.S. conditions. In fact 88.2% of polled criminologists do not believe that the death penalty is a deterrent (Rodelet,2009, p.3). Im sure that persons contemplating murder do not sit around and say hey you know what I won’t commit this murder because I’ll face the death penalty. No, planned murders don’t plan on getting caught. They either weigh the consequences, death penalty, life without parole. States without the death penalty have a lower murder rate than states with it. 10 of the states without capital punishment have homicide rates below the national average (Bonner, Fessenden,2000). The death penalty is not a deterrent. It’s usually only used on the poor or disadvantaged people. The poor, minorities, and members of racial, ethnic, and religious communities are directly effected under the state of the International criminal court adopted in 1998, the death penalty is excluded from the punishments (â€Å"Amnesty International the† , n.d). Deterrence plays no part. "According to a survey of the former and present presidents of the country's top academic criminological societies, 84% of these experts rejected the notion that the death penalty acts as a deterrent to murder. (Radelet & Akers, 1996)" Victims are sentenced to death after unfair trials. The death penalty has been and continues to be used as a tool of political repression. It’s used to silence forever political opponents or to eliminate politically troublesome individuals. The Universal Declaration of Human Rights recognizes each person’s right to life. â€Å"No one should be subjected to torture or to cruel inhuman or degrading treatment or punishment† (Human Rights #5 ) The death penalty violates these rights. " The death penalty is not an act of self-defense. It is in fact the premeditated killing of a prisoner who could be dealt with by less... ...ons is excited. Instead families feelings are remorsefully saddened for executions. Over and over studies have shown that the death penalty does not work as deterrence to crime. And costs are so driven up by death penalty cases. Ultimately the death penalty is a permanent death consent. Why murder others for murders? It doesn't make any sense to. BIBLIOGRAPHY Kane, Gregory. "To murder victims' families, executing killers is justice."baltimoresun.com. N.p., n.d. Web. 26 Apr. 2014. . Bonner, Raymond, and Ford Fessenden. "States Without Death Penalty Have Lower Homicide Rates." commondreams. N.p., n.d. Web. 22 Sept. 2000. . McCafferty, James. 2009. â€Å"Capital Punishment†. "Death Penalty." Amnesty International USA. N.p., n.d. Web. 28 Apr. 2014. . Meehan , Mary . "Ten reasons to oppose the death penalty." America Magazine . N.p., n.d. Web. 20 Nov. 1982. Manderu, Evan. 2011. â€Å"Capital Punishment America†. "infoplease." Infoplease. Infoplease, n.d. Web. 29 Apr. 2014. ï » ¿Ã¯ » ¿Ã¯ » ¿"Amendment VIII: Benjamin Rush, On Punishing Murder by Death." Amendment VIII: Benjamin Rush, On Punishing Murder by Death. N.p., n.d. Web. 29 Apr. 2014. . Dieter, Richard . "The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides." DPIC. N.p., n.d. Web. 28 Apr. 2014. . Kronenwetter, Micheal 2001 â€Å"Capital Punishment†

Continental Philosophy Essay

When beginning the study of philosophy it is hard to believe that there are so many components involved with one subject. But in reality philosophy is really a broad term for many subtopics; as is the case when discussing continental philosophy, which is the philosophical tradition of continental Europe including phenomenology and existentialism. It all began with Absolute Idealism supported by such philosophers as Fichte and Hegel. It was during the eighteenth and nineteenth centuries that immense amounts of historical changes taking place in the world were showing in the philosophical movements of that time period. George Wilhelm Friedrich Hegel begins the historical analysis of continental philosophy since it all begins with his theories. Though Hegel’s philosophies have been described as difficult his theories form the foundation for what is now known as Hegelian idealism. His theory has four main themes. The first is dependant on the â€Å"Absolute† and states that the â€Å"Absolute† is that which is most real and true and which can also think for itself. The second is based on idealism and he speaks of the objective world being an â€Å"expression of infinite thought† (Moore & Bruder 2005) and that each individuals mind thought processes actually are reflections on themselves. The third theory is based on reality. For Hegel this was not an easy concept. To try to make it easier to understand our book tries to describe it as being similar to mathematics in that everything is coherently connected to another. So in order for something to be completely true it is dependant on all its parts to make it so. Then the forth theory is known as â€Å"The Absolute† and is the â€Å"sum total of reality; is a system of conceptual triads . . . the entire system of thought and reality . . . is an integrated whole in which each proposition is logically interconnected with the rest† (2005). As the nineteenth century turned into the twentieth century what seemed to transpire in philosophy was a direct result of Hegel himself. The response to Hegelian idealism in Europe became known as Continental philosophy which includes the two branches of thought that will be explored, existentialism and phenomenology. Existentialism is a philosophical movement with its main emphasis on individual existence, freedom, and choice. Existentialism became popularized in the 1900’s. Mainly due to what was happening during World War II, many of the popular existentialists were affected by the traumatic world events of that time period. Albert Camus was profoundly affected by World War II and this was depicted throughout his many writings. According to our reading he saw much suffering and despair prior to the war even starting. He eventually became active in social reform and was a member of the communist party for a brief period of time. Even though he will forever be connected to the world of existentialism, he never accepted that to be true. Regardless of his beliefs to whether or not he was an existentialist his thought process has been forever linked. Considered to be a literary genius of his time he was awarded the Nobel Prize in Literature in 1957. During the war, Camus published a number of works which have become associated with his principle thought processes on the â€Å"absurd†: his idea is mainly that it is impossible to make rational sense of one’s experience, and human life is made meaningless by mortality. World War II brought Albert Camus and Jean-Paul Sartre together. Sartre is arguably the most famous existentialist. Unlike Camus, Sartre was an atheist. His main beliefs revolve around the fact that there is in fact no God. For Existentialists like Sartre, the absence of God has a much larger significance than the metaphysics of creation: Without God there is no purpose, no value, and no meaning in the world. Phenomenology is the second branch of Continental philosophy that has historical connections to Hegelian idealism and thus existentialism. Phenomenology is the direct result of Edmund Husserl’s philosophies. According to Husserl, the goal of philosophy was to describe the data of consciousness without bias or prejudice, ignoring all metaphysical and scientific theories in order to accurately describe and analyze the data gathered by human senses and the mind. â€Å"Phenomenology, in theory, simply explores conscious experience without making any metaphysical assumptions† (2005). Martin Heidegger was another popular phenomenologist of the twentieth century. He was inspired by Husserl’s works. â€Å"Heidegger, too, was convinced that it was necessary to look at things with fresh eyes, unshrouded by the presuppositions of the present and past† (2005). According to him humans are actually â€Å"ignorant† to everything, what he called the â€Å"true nature of Being† (2005). It all goes back to Socrates and our inner search for something. In reality however Heidegger and Socrates philosophies are not similar in anyway. To define humans as animals capable of rational thinking is for Heidegger a distorted anthropology. He is not concerned with destroying logic, the ability to formulate analogies, or to display ratios. His mission is to preserve the fragile tendencies of spontaneous thought processes. By so doing Heidegger sees himself as presenting the phenomenal world. Continental philosophy is a form of philosophy that broadens the gap across the continents. It was the form of philosophy that took place in continental Europe during the twentieth century. It was during that time that the main philosophers of that time were being influenced by the terror and violence that was surrounding them thanks in part due to World War II. This influential time saw the rise in existentialism and phenomenology. References Moore, B. N. & Bruder, K. (2005). Philosophy: The power of ideas (6th ed. ). Boston: McGraw-Hill Higher Education.

Histroy of English Language Essay

History of English language will explain, why learning English as a second language is difficult without proper instruction, even though basic components are same. Throughout its history English has been influenced by the varieties of language. Living languages never remain static. Every language is the product of change and continues to change as long as it is spoken. Only dead languages like Latin or Sanskrit change no longer, since no one speaks them now. The changes, while they do occur are gradual and slow and hence almost imperceptible. Over a span of centuries, however, their cumulative effect is appreciable. Shakespeare English is difficult for modern readers; Chaucer’s is almost is incomprehensible without formal instruction. The History of the English language: The origin During the Roman invasion, the inhabitants of Britain spoke a Celtic language. English belongs, in all its stages, to the Indo European family of languages, formerly called Indo-Germanic, and still earlier Aryan. Indo European is the name given to the set of linguistic forms from which nearly all European languages as well as those of Persia and very large part of India can be shewn to descend. The historians have used the word Indo-European because it merely suggests that the languages it comprises cover most of the Europe and India mark the length of its confines. The predominance and pioneering s of the position of the German Philologist English is one of the most important languages in the world today. More the an 350 million people in Great Britain are native speakers. In addition 150 million non-native speakers of English are there. English however is not spoken by large number of people in the world . Chinese, for instance spoken by more than 880 million people in China alone. Among the western languages English has the advantage in numbers. Spanish in spoken by about 210 million people. Russian is spoken about 200 million people Portuguese is spoken about 105 million people etc . Importance of a language is associated with political role played by the nations using it and their influence in the international affairs. Several reasons may be adduced for current importance and popularity of English. Historically the colonial expansion of the British Empire over which the sun never sets, was responsible for the imposition of the English on aspiring natives. Even after achieving independence many countries like Nigeria, India, Ghana continue to use English as official language for several reasons. The nature of the English language and its tolerance to change has made it very popular. One of the major assets of the English language is the mixed character or its vocabulary. English being the Germanic descent has many words from the Germanic languages viz, German Dutch, Flemish, Danish, Scandinavian, Swedish, Norwegian. It also shares a large number of words with the European languages derived from Latin viz,French Italian, Spanish and Portuguese. Hence English seems very familiar to anyone who speaks a Germanic and Roman language. Instead of making new words chiefly by the combination of existing elements, English has shown the marked tendency to go outside its own linguistic resources and borrow from other languages. These words have been so well assimilated into English the no one ever remembers or recognizes that they have been borrowed. Any etymological dictionary will show that English has borrowed from almost every language of the world; Hebrew Arabic Hindi Tamil,Malay,WestAfrica,Chinese,Brazil etc. This is the reason why we call English a cosmopolitan vocabulary which is an asset to any language which seeks to attain international use. Modern linguists therefore accept the dynamic nature of language. One of their axioms is that there are no pure forms of language, for language, for languages keep changing all the time. If English had remained pure over the centuries, we should still be speaking the language of Chaucer. Throughout the history, the English language has accepted with comparative equanimity words from other languages with which it has been in contact. There have been periods in which speakers and writers have indulged in large-scale use of foreign words. In general, most people will agree that the foreign contribution to English has been useful. Some languages avoid as far as possible the use of alien terms; instead they substitute new words made up of native elements. English however, has always accepted foreign words. Many hundreds of words of non-English origin are now part and parcel of the English vocabulary, indistinguishable from the native stock except to those with some knowledge of etymology. Of all the world languages, English has probably the vocabulary which is the most copious, heterogeneous and varied, at the same time this also one of the reason that learning English as second language becomes difficult. All the people, with whom its speakers have come in contact during more than thirteen centuries of its growth, have left permanent marks on the language. Some of the contacts have been deep and lasting like Greek, French and Latin. A study of the history of the English language, therefore, unfolds the panorama of English history-both social and political. With an empire over which sun never sets, the English language has been particularly open to foreign influences. The Romans with whom the ancient Germanic tribes had dealings, the Romanized Britons, the Latin fathers of the church who were once eagerly studied the Danish and Norwegian invaders, the Norman French conquerors, the revival of ancient Latin and Greek classics at Renaissance, the Italian artists and men of letters of the 16th century the colonizing nations of the same century—all these have made their contributions to the English language. Arab mathematicians from Spain have enriched the language: so have American Redskins and Indian sepoys. The Italianate Englishman of Queen Elizabeth’s time of whom Shakespeare made fun and famous writers like Dryden, Alexander Pope, Jonathan Swift have left something of value in the English word—hoard. It is no doubt, that such statement might fairly be made about other language and their history; but what stands out so remarkably about English is the abundance, the unparalleled variety and the length of the time during which foreign influences have been effective. Further, no other language has so much copious and heterogeneous material. In historical linguistics the contribution of particular foreign language to another is referred to as borrowing . In common parlance, ‘borrowing’ means getting something form somebody on the understanding that it is to be returned. Luckily, this definition does not apply to words which are borrowed, never to be returned. Linguists wonder whether ‘stealing’ might be a more appropriate term for this phenomenon. As Haugen says† The borrowing takes place without the lender’s consent or even awareness and the borrower is under no obligation to repay the loan. One might as well call it stealing, were it is not the owner is deprived of nothing and feels no urge to recover his goods. The process might be called adoption, for the speaker does adopt element from a second language into its own. Even though English language has adopted variety of languages into it, the basic structure of the English language has not changed. English language’s basic structure is, it has fixed word order. Due to more than two hundred years of English rule, Tamil has borrowed copiously from English. Now these words are not recognized as foreign at all. One hears an uneducated Tamil speaker use words like office school, ticket, gate, bus etc. In fact, practically no one remembers the Tamil equivalent of these words. The problem arises for the second language learners only when they were asked to use the language or reproducing it. Tamil is Dravidian language spoken by more than 65 million people. It is the official language of Tamil nadu state in India and one of the official languages of Srilanka also. Large Tamil-speaking communities also reside in South Africa,Singapore, Malaysia and the other Indian ocean islands. The earliest Tamil inscriptions dates from 200B. C. The literature in the language have a 2,000-year history. There are 247 letters in the Tamil alphabet. The 247 letters in the Tamil alphabet can be divided into 12 vowels 18 consonants, 216 vowel consonants and 1 special letter. The vowel consonants are formed by combining the vowel letters and consonants letters. The vowel-consonants letters also have long and short sounds. The History of English is divided into three ages. Old English, Middle English and Modern English. There are 26 letters and 44 sounds, in that there 6 pure vowels and 18 diphthongs and 20 consonants in English language. Compared to Tamil language English has less number of letters ,but ironically language that has 247 letters(Tamil) has limited in terms of vocabulary, but English language that has 26 letters has million words. According THE HINDU newspaper which published an article duirng 2006, The department of Tamil language in the University of Madras has benn revising, enlarging and updating the Tamil lexicon. During 1924-39, the University of Madras had Published the Tamil Lexicon in seven volumes comprising 124,405 entries. Such a dictionary was pioneering venture in the pre-independence period. Prof. Vaiyapuri Pillai had played a huge role in the complication and publication. There have been persistent demands for updating and expanding the lexicon. The many social, political and technological changes in the six-decade period have direct bearing on the Tamil language. It is in this background that the Department of Tamil language of the Madras University had out forth its plan to revise enlarge and update the lexicon. The present Tamil lexicon, under preparation ,will come out in 10 volumes, comprising atleast 500,000 entries ,will be bilingual in nature and at the same time render the meaning chronologically. On top of the vast difference in the number of letters in their alphabet, the Tamil language also differs in many grammatical items compared to the English language. The earliest period of English was formerly called as ANGLO SAXON. The history of English language is divided into three main periods . They are old English (from earliest writings till 1100) Middle English extends from about 1100A. D- 1450A. D, from 1450A. D till date its Modern English. The English language is spoken or read by the largest number of people in the world, for historical, political and economic reasons. First and foremost feature of English language is its extraordinary receptive and adaptable heterogeneousness-the varied ease and readiness with which it has taken to itself material from almost everywhere in the world and has made the new elements of language its own. Throughout its history English has accepted with equinamity words from other languages with which it has been in contact. Foreign elements with ease and assimilated them all to its character. Though it is copiousness of vocabulary is outstanding. A second outstanding characteristic of English is simplicity of inflexion-the ease with which it indicates the relationship of words in a sentence with only the minimum of change in their shapes or variation of endings. A third quality of English is its relatively fixed-word order. An inflected language like Latin or Russian can afford to be fairly free in the arrangement of its words, since the inflexions show clearly the proper relationship in the sentence and ambiguity is unlikely. Of all world languages, English has probably the vocabulary which is most copious, heterogeneous and varied. All the peoples with whom its speakers have come into contact during more than thirteen centuries of the growth, have left permanent marks on the language. Some of the contacts have been deep and lasting like those of ancient Rome and France. Others have been casual like those of Spain or Czechoslovakia. During the Roman invasion, the inhabitants of Britain spoke a Celtic language. While the Roman soldiers in town used Latin, the Britons in the countryside spoke Celtic. Later this was replaced by English. The history of the English language in Britain begins with the settlement of the Angels, Saxons and Jutes in Brtian. These three tribes came from the plains near Schelswing Holstein in North Germany. They had to encounter varying degrees of hostility from the Celts. For mutual protection the tribes combined into small kingdoms. The most important among these were: Northumbria, Mercia. East Anglia, Wessex, Sussex, Essex and Kent. Under King Alfred Wessex enjoyed the leadership in learning. The English language of today reflects many centuries of developments. The political and social history of England has exerted a considerable impact on the language. The Christianizing of Britain in 597 brought English into contact with Latin civilization and many Latin words were added to the English vocabulary. Then the Scandinavian invasion resulted in considerable two people and their languages. For two centuries after the Norman Conquest English remained the language of the lower classes. When English once more gained importance, it had been considerably changed from what it was in 1066. In a similar way the Hundred Years’ War, the rise of an important middle class, the Renaissance the development of the British empire, the growth of commerce and industry, science and literature have all contributed to make the English language what it is today. In short the English language reflects in its entire development the political, social and cultural history of the English people.