The Process Of Manufacture Is Different Per Company

The process of manufacture is different per company and varies greatly between not only company but cheeses as there are so many variables which can be used to alter the moisture, colour, texture and taste of a cheese. Bega has a simplified version which is easier to understand and eliminates much of the jargon normally used. The milk is milked from the dairy cattle either by a robotic or semi-automatic system. This milk is stored at 4 °c until the tests have been carried out to determine the quality of the milk and what type of cheese this would best fit. Once these tests have been carried out to ensure the quality and the safety of the milk then the first step is â€Å"standardisation†. This is where the components (protein and fat) are†¦show more content†¦Pasteurisation is the sterilisation step which is required by legislation to ensure that all pathogenic bacteria are killed to make the milk and any bi-products safe for human consumption. The process of pasteurisation is that of the milk being heated to a minimum of 72-75 °c (depending on the company) for at least 15 seconds. This kills off the harmful pathogenic bacteria. This process is done in a way so that the milk may be heated without burning the milk which would cause a taste and colour change. The milk passes through a se ries of plates under pressure; these plates are heated by steam that is used to heat water and in turn heat the plates. This in turn heats the milk to the desired temperature to complete pasteurisation. To cool the milk without freezing the milk, the process is similar but a complete polar opposite. The milk is put through another series of plates that are cooled by chilled water that in turn cools the milk to a â€Å"set temperature†. The cooling to a â€Å"set temperature† is done prior to being added to the cheese making vats. The vats typically may have a capacity of 14,000 litres each but may vary between each manufacturing site. By the time the last vat, usually the eighth) is filled then the first will have been emptied (the milk used), washed and is ready to fill again so that there is always milk ready to use at any time rather than all being ready to use at the same time. As the

The Field Of Social Work - 911 Words

The field of social work has experienced an increased awareness of the need to advanced in both educational and professional development. I realize that preparation for this career actually includes a great deal of required coursework and hours of field experience. My fieldwork is central to my learning and serves as an integrative experience in which I use what was previously learned in class and apply it to my practice experience. I am currently in a very rewarding field study at the Osborne Association, Training to Work Program. Training to Work offers mentorship and opportunities to both men and women who are on work release. The program is designed to reduce the rate of recidivism and to assist participants in gaining meaningful employment and trainings. This experience requires considerable amount of meeting with participants and providing support, empowerment and advocacy. My supervisor is a central feature of my field experience as she ensures the integration and application of knowledge, theory and skill that was taught in the classroom. Each week my supervisor who is very skilled and encouraging provides a one-hour supervision session where process recordings are reviewed and any concerns or personal challenges are addressed. In addition, my strengths are also highlighted, as well as any struggles that I may appear to be having, and my adaptation to the program. My field study environment feels safe, challenged, secure and respected. Each week I have learnedShow MoreRelatedThe Field Of Social Work1532 Words   |  7 PagesPelaccio Dr. Kathleen Pressler Group Dynamics October 13, 2014 The field of social work touches the lives of every American. 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Furthermore, I will discuss of the organization accountabilityRead MoreSocial Work For The Medical Field1580 Words   |  7 PagesFor many years I have developed an interest in the medical field, in helping people who are at very crucial times in their lives. I have known that I do not want to pursue to be a doctor or a nurse, but rather a professional with in that field who can aid others and follow up on the responsibilities and make them priorities, just as much as doctors make the patients’ health their point of focus. I have also expressed interest in Child Welfare, which aligns very well with my personal experiences.Read MoreThe Importance Of A Social Work Field1064 Words   |  5 PagesBeing in the Social Work field has its risks as well as its benefits. As social workers, you are assisting people that are in need of help in certain areas of their lives. Individuals who work in the practice are recommended to have to high emotional intelligence due to heavy demands of the job and the emotional strain it may have on our everyday lives. Daniel Golman defines Emotional Intelligence as â€Å"being able to motivate one’s self and persist in the face of frustrations; to control impulse andRead MoreSocial Work : A Field Of Interest Essay1630 Words   |  7 PagesSocial Work is a field of interest to me because of the positive effort it contributes to society. Within the social work profession individuals are striving to improve the welfare of those in need of assistance. Social Workers assist a variety of individuals; from children, young adolescents, older adults, mentally ill, substance abuse individuals, and many other minorities; as in LGBT members, veterans, homeless people, and low socioeconomic status individuals. The broad mix population fascinates

EVERY MAN IN HIS HUMOUR Essay Example For Students

EVERY MAN IN HIS HUMOUR Essay A monologue from the play by Ben Jonson NOTE: This monologue is reprinted from Every Man in His Humour (1598). KNOWELL: When I was young, he lived not in the stews,Durst have conceived a scorn, and uttered itOn a gray head; age was authorityAgainst a buffoon; and a man had thenA certain reverence paid unto his years,That had none due unto his life. So muchThe sanctity of some prevailed for others.But now, we all are falln: youth, from their fear;And age from that which bred it, good example.Nay, would ourselves were not the first, even parents,That did destroy the hopes in our own children;Or they not learned our vices in their cradles,And sucked in our ill customs with their milk.Ere all their teeth be born, or they can speak,We make their palates cunning! The first wordsWe form their tongues with are licentious jests!Can it call whore, cry bastard? O, then kiss it!A witty child! Cant swear? The fathers darling!Give it two plums. Nay, rather thant shall learnNo bawdy song, the mother herself will teach it!But this in the infancy, the daysOf the long coat; when it puts on the breeches,It will put off all this. Ay, it is like,When it is gone into the bone already!No, no, this dye goes deeper than the coat,Or shirt, or skin. It stains unto the liverAnd heart, in some; and, rather than it should not,Note what we fathers do! Look how we live!What mistresses we keep at what expense!In our sons eyes, where they may handle our gifts,Hear our lascivious courtships, see our dalliance,Taste of the same provoking meats with us,To ruin of our states! Nay, when our ownPortion is fled, to prey on their remainder,We call them into fellowship of vice!Bait em with the young chambermaid, to seal!And teach em all bad ways to buy affliction.This is one path, but there are millions more,In which we spoil our own with leading them.Well, I thank Heaven, I never yet was heThat travelled with my son, before sixteen,To show him the Venetian courtesans;Nor read the grammar of cheating I had made,To my sharp boy, at twelve, repeating stillThe rule, Get money, still, Get money, boy,No matter by wha t means; money will doMore, boy, than my lords letter. Neither have IDressed snails or mushrooms curiously before him,Perfumed my sauces, and taught him to make em;Preceding still, with my gray gluttony,At all the ordinaries, and only fearedHis palate should degenerate, not his manners.These are the trade of fathers, now; however,My son, I hope, hath met within my thresholdNone of these household precedents, which are strong,And swift to rape youth to their precipice.But let the house at home be neer so clean-Swept, or kept sweet from filth, nay, dust and cobwebs,If he will live abroad with his companions,In dung and leystals, it is worth a fear;Nor is the danger of converting lessThan all that I have mentioned of example.

Managing People and Organisation

Question: Discuss about theManaging People and Organisation. Answer: Introduction: The urge for globalization has prompted many organizations in the present business scenario to adopt expansion in foreign markets as a source for sustainability. The frequent progress of the global economy has facilitated beneficial opportunities alongside a barrage of complexities which create certain barriers for firms operating in international jurisdiction. Therefore organizations have to determine measures for limiting the global skills gap and prepare a formidable platform for the future in order to ensure global employment of staff. The necessity of proficiency in global leadership can be observed from the majority of firms which have adopted global leadership development strategies for training of leaders to cope with the global market (Myers, 2013). The key to survive in a foreign environment is through cultural interaction with the host environment and the leadership programs including leadership succession programs and talent management schedules. However, successful orien tation of leaders in a global leadership development program can be achieved only through the comprehensive understanding of dynamic cross-cultural competencies. The experiences of leaders in global market environment are considered as major attributes to the proliferation of global competencies which serve as the basis for multicultural and cross-cultural competencies. The research study highlights the role of experiences in multicultural and cross-cultural environments in context of international business management (Bush Middlewood, 2013). Cross-cultural Competencies: The competencies which can be derived for the improvisation of organizational performance in a foreign market environment are significant attributes for specific activities of an organization. The interaction of an enterprise with the external clients in foreign markets, supplier and vendor management, budget management and development of strategic planning are some key areas which could be addressed effectively through appropriate realization of cross-cultural competencies. The dynamic cross-cultural competencies include cultural flexibility, tolerance of ambiguity and ethnocentrism (Armstrong Taylor, 2014). These competencies are considered as key moderators of knowledge acquisition in cross-cultural business environments and indicators of the skill and performance of expatriates (Caligiuri Tarique, 2012). Ethnocentrism is considered as an individuals inherent trait for distinguishing other cultures as inferior to that of self. Such type of behavioral preference is characterized by the apprehension of other individuals from the perspective of self-defined standards (Stark, 2015). Ethnocentric individuals do not prefer changing their cultural values for adapting to other cultures. Therefore ethnocentrism has been identified as a profound setback in international business as it limits the scope for intergroup relations among workers, subordinates and clients as well as cross-cultural interpersonal interactions. Cultural flexibility is defined as the intangible ability to utilize distinct activities in host market as replacements of activities preferable in the home market environment. This dynamic competency is largely responsible for success in foreign ventures, cross-cultural adjustment, adapting to foreign environments, cross-cultural flexibility and self-esteem. The effectiveness of global leaders is observed in their cultural flexibility and is enhanced with their prolonged association with foreign market environments (Whyte, 2013). Tolerance of ambiguit y is also counted as a prominent dynamic cross-cultural competency. This competency refers to the capability of managers in addressing unpredictable situations which could hamper the development of organizational growth in a foreign market environment. Individuals with such capabilities are considered to be quickly responsive to environmental stress which can be generated from the external environment such as in political, legal or financial contexts. Experiences with Foreign Cultures: The domain of cross-cultural experiences and their prominence in framing the sustainable strategies for an organization in foreign market environment has been widely referred to in international business management literature. Research from secondary sources from various organizations operating in foreign jurisdictions indicates the acceptance of two prominent theories in realization of cross-cultural experiences. The two theories are contact hypothesis theory and social learning theory and are largely related with the extraction of cross-cultural competencies from experience in a global environment. Social learning theory reflects that individuals can develop and learn in a foreign environment only through involvement with the surroundings (Myers, 2013). On the other hand, the contact hypothesis indicates that personal interaction with a particular cultural group leads to higher degree of positivity towards the attitudes of the individuals from the group (Burke Noumair, 2015). Both the theories lead to the same conclusion when viewed from the perspective of competency acquisition by global business professionals. Hence it has been observed that implementation of contact hypothesis for developing positive attitude towards people of a particular culture and social learning theory for finding, learning and implementing business activities which are aligned with the host culture have been significant for an improvement in cross-cultural competencies such as improvement in tolerance for ambiguity and cultural flexibility as well as reduction in ethnocentrism. The theoretical basis of cross-cultural experiences has been implemented in the context of global business organizations in two categories (Goetsch Davis, 2014). The first one is related to cross-cultural experiences gained outside work and the second refers to work related cross-cultural experiences. Non-work Cross Cultural Experiences: The inherent traits of business organization leaders operating in foreign markets play a major role in determination of cross-cultural experiences. Family diversity, mixed nationalities of parents and foreign experiences initiated by self could account for experiences of an individual with foreign environments. Individuals brought up in multicultural households or those with passion for cultural, professional and personal development are generally exposed to international experiences (Goetsch Davis, 2014). According to the social learning theory and contact hypothesis, the increased involvement with foreign cultures is directly impactful on the acquisition of cross-cultural competencies by an individual. Work Related Cross Cultural Experiences: Leaders are able to acquire various cultural experiences associated with different cultures through organizational activities also. The development of abilities such as listening and observing, management of workforce, translation of complex ideas into action, inclusion of value to difference among cultures, relationship building capability and tolerance for ambiguity is facilitated through certain policies of organizations in international business environments. The work related cross cultural experiences are categorized into low-contact and high-contact experiences (Watson, 2013). Organizations which conduct international business with minimal contact with foreign market environments such as technical support services and consultation are characterized with low-contact cross-cultural experiences (Burke Noumair, 2015). On the other hand, high-contact cross-cultural experiences are guaranteed by significant interaction with external business environments in the form of participation in international meetings, assignments and global teams. The social learning theory suggests that high-contact cross cultural experiences serve as a formidable element for increasing the affiliation of leaders to foreign market environments. Recommendations: The case study of McDonalds presents a viable representation of the issues referred to in the research question. The expansion of McDonalds in foreign markets has been attributed by substantial cultural flexibility and reduced ethnocentrism. For example, the business strategy of McDonalds for expanding in the Indian market was characterized with removal of beef and pork as an ingredient from its products and replacing it with chicken (Watson, 2013). The initiative was favored by the Indian customers as the resident culture did not approve of consumption of beef or pork. This depicts the impact of increased cultural flexibility acquired from interaction with foreign markets which ensures the sustainability of an organization in foreign market environments. Conclusion: The research question of whether interaction with global environments is essential for success in a foreign environment has been reviewed in the report. The report also presented illustrations of the various theoretical aspects pertaining to interaction of business organizations with foreign environments (Myers, 2013). Finally, the report depicts the implementation of cultural flexibility in case of McDonalds which is reflective of the competencies acquired from cross-cultural interaction. References Armstrong, M., Taylor, S. (2014).Armstrong's handbook of human resource management practice. Kogan Page Publishers. Burke, W. W., Noumair, D. A. (2015).Organization development: A process of learning and changing. FT Press. Bush, T., Middlewood, D. (2013).Leading and managing people in education. Sage. Caligiuri, P. Tarique, I. (2012). Dynamic cross-cultural competencies and global leadership effectiveness. Journal of World Business, 47, 612-622. Goetsch, D. L., Davis, S. B. (2014).Quality management for organizational excellence. pearson. Myers, M. D. (2013).Qualitative research in business and management. Sage. Senge, P. M. (2014).The dance of change: The challenges to sustaining momentum in a learning organization. Crown Business. Stark, J. (2015). Product lifecycle management. InProduct Lifecycle Management(pp. 1-29). Springer International Publishing. Watson, T. (2013).Management, organisation and employment strategy: New directions in theory and practice. Routledge. Whyte, W. H. (2013).The organization man. University of Pennsylvania Press. Wolf, T. (2012).Managing a nonprofit organization: Updated twenty-first-century edition. Simon and Schuster.

Impact Of Economics And Science During The 19Th Century Essays

Impact Of Economics And Science During The 19Th Century Steve Dohl 3/13/01 Pre IB His/Geo The impact of Economics and Science during the 19th Century In the period from c. 1850-1914 economics and science were changing the world and lifestyles. Adam Smith introduced the idea of capitalism and gave the idea that mercantilism is bad (lessie faire). Smith said that self-interest and individual efforts benefit society and contribute to the common good. Malthus and Ricardo had pretty much the same idea. The both believed that the poor should help themselves and not rely on the government. Malthus believed that if we helped the poor they would have more babies and that would mean unavoidable poverty, famine, and misery. Bentham and Mill had the exact opposite idea of Malthus and Ricardo. Bentham and Mill believed that the laws and the government should help the poor and improve living conditions. Science also had an impact on the society and the way we live our lives. Darwin (c.1850) developed the theory of Evolution and wrote two books about it, one of those books being Origin of Species. Social Darwinism is applied to people or groups of people. Mendel, an Austrian munk, studied genetics through pea plants. He discovered that every offspring inherits traits from their parents. Pavlov studied conditioned responses. He held a treat in front of the dogs nose and rang a bell and it salivated. After awhile he just had to ring the bell for the dog to salivate. Music Essays

The Research of the Reading Behaviors of Children †Education Essay

The Research of the Reading Behaviors of Children – Education Essay Free Online Research Papers The Research of the Reading Behaviors of Children Education Essay This is our research on students’ reading progress. We’ll tell the difference between Nelson and Brad’s reading habits and the way they solve while encountering the problem. In the procedure of the research, we will acquire information from them.In this paper, we will describe our respondents about their personality, lifebackgrounds , reading habits ,etc . Secondly, we’ll describe how we use the strategies to the setting in which we did the research. Third, we’ll tell you we use what kind of the methods and procedures in doing the research. It’s kind of difficult but interesting .There are three parts of procedures, inclusive of two interviews and one reading program . It takes a long time and we establish good friendships with kids . In the end, we’ll discuss the analysis of respondents’ belief and comparison between the good learner and bad learner. Context of Study Our purpose of the three interviews is to get some information about the respondents. By observing this information, we can analysis their activities by what we learn in SLA course. The names of our respondents are Nelson and Brad. Both of them are the fourth grade students. Nelson is the better respondent. He has a twelve-year-old brother. Nelson tells us that he will consult his mom when he has difficulties in reading English. In the first interview on November 16th, he is too shy to answer the questions completely. In his free time, he often reads English fairy-tales and cartoons. We did the interview and reading in the Fu-shin elementary school. In the meanwhile, our classmates and their kids were there as well. In the first interview, we asked some questions like â€Å"Do you like English† or â€Å"Do you like your English teacher. And both of them said â€Å"Yes†. So we thought that they have interest in English learning. Basically, the method we use to hit the topic is chatting. In one hand, because these questions were kind of serious, it’s easier to get the data and information from them by this way. On the other hand we could also cease their nervous affection as well. In the first interview, perhaps we were not familiar with each other. They were shy and nervous. They couldn’t understand what we asked. In the beginning, they couldn’t reply us politely . We had to use some strategies or other questions to make them say the right answer. In the procedure, we took notes and recorded as well. Afterwards, they were getting to understand our questions and answered patiently. By the way, Brad is out-going, he always ran here and there. He often made the interview out of control .But he liked to help Nelson answers questions and then interrupts the interview. The second time we bring them some story books for them to read. The date is on November 30th. But finally they choose the book called â€Å"Bunny is on the beach.† It’s full of many pictures and few words. It has some special devices in this book as well. For example, when you read the page one, you will find out an animal ‘s tail appear from the page two .We can use these devices to provoke their imagination and curiosity in English and lead them to guess what the next word meaning was .Basically , the numbers of word they understand are definitely few . However, Nelson knew more than Brad. When Brad encountered some words he didn’t know, he can only read the first letter of the word. There was a time we read the whole sentence to him. He repeated after us though he was totally wrong. But Nelson will say he doesn’t know and he will not give a guess anymore. In the reading procedure, they’ll guess what the next thing is in Chinese. It’s because of the words they know are a few. We also read it in Chinese to make them interested .We taught vocabularies from pictures. This way will make them deeply impressed. Discussion Analysis of reading belief of our respondents: According to the information of the interview and the story books reading, we have known that their English abilities are apparently different. Nelson told us that he always asked his mother when he encountered something he didn’t know. Therefore, he rarely turned for his teacher’s help. In addition, he didn’t ask what was the meaning of some words he didn’t know when we read the story book. According to Rubin, high-risk takers have keen desire of association and dare show their shortages in front of people. (, p229) By observing this situation, we can figure out he isn’t a high-risk taker, because he is hardly giving a guess when he reads and in the procedure of the reading, perhaps his personality is very shy. While we were asking Nelson some questions about his reading habits, he told us he will look up the dictionary by himself when his mother didn’t stay with him. We asked why he wanted to check the dictionary, he told us he wanted to find the correct answer (daren’t ask the teacher, maybe). According to the whole language theory, learners will correct themselves, and the teachers needn’t to correct them. It can be applied to Nelson’s behavior. He wants to find the correct answer means he is correcting himself. Moreover, in the first interview, we asked them how do they feel about their English course. Nelson said it’s interesting, but Brad said he feels kind of bored and dizzy. And they both told us they wouldn’t ask the teacher initiatively. They only followed what the teacher taught and memorizes it. This can be explained to be the behaviorism. According to the behaviorist learning theory, L2 learner imitated models of correct language and receive positive reinforcement if they were correct and negative reinforcement if they were incorrect.(Second Language Acquisition, Rod Ellis) The two respondents only can follow and imitate what the teachers teach them. It’s applied to behaviorism. Before we asked Brad to read the story book â€Å"Bunny is on the Beach,† we asked him whether he can pronounce the sentence. And he told us he cannot and could only understand the first letter â€Å"B.† Then we asked if he could pronounce the word â€Å"bunny,† he told us he couldn’t as well. In the end, we decided to teach him how to pronounce the sentence, and request him repeat after us. After we heard his repeat, we figure out that his pronunciation was not correct, and badly wrong. And we think there is a clear Taiwanese sound in it. It’s kind of interesting. We can figure out that as soon as Brad heard our assent and being asked to repeat after us, his pronunciation is influenced by his L1 assent, the Taiwanese sound. Perhaps it’s an apparent example of the relationship between L1 and L2 language. The comparison between our respondents: During the period of the interview , we find out that Nelson (the good student) is kind of shy but still has the foundation of the English ability . For example , we let them read the book â€Å"Bunny on the beach† Nelson can spell and speak the whole vocabulary â€Å"Beach† completely . On the other hand , Brad can just spell the letter â€Å"B† . He can’t tell the difference between the vocabulary and letter. We think that it’s the reason why he is the bad achievement student. A good English-learning way depends on the whole-sentence memorizing. Nelson is a shy boy who is reserved but likes reading in quiet surroundings. Brad is over-active and doesn’t pay attention to reading. While we were doing the interview and recording, Brad always interrupted our conversation and couldn’t be attentive enough. Above all, Brad is born in a poor family. His father is a truck driver and sometimes takes a part-time job. His mom is a housekeeper but doesn’t take responsible well for educating and raising his children. Brad tells us that his mom likes eating betel-nuts and sometimes become drunken heavily, trying to hit him. When Brad runs into troubles of English-learning, he couldn’t consult his parents. Therefore, he tells us that he sometimes cheat on the examination b ecause he has no idea on how to answer questions. No one can give him a hand. We really trust firmly that parents play important role in children’s education . On the contrary, Nelson seems to have a better family. His mom is a Malaysian and take full responsibility of educating her children (His father is a cook in chief ) . Perhaps his mom is a good linguist . She can speak a variety of language , including Mandarin , English and her mother tongue – Malay . We think that it’s really helpful for Nelson ‘s education in the future . While Nelson was encountering problems , he would ask for his mom’s help . We think this kind gap of education will become more along with the ages. Authorities concerned should put emphasis on improving English-learning environment in Hualien. Implication After the interview, we find out more English-learning questions from these students and the experience definitely broadens our horizons. We can make use of the theory from the textbook to let students learn English more easily and boost their English ability fast. The second language should be started from the kids. Therefore, the teacher plays an important role in English – learning. As a teacher in the future, we can learn how to help students when they encounters English – learning problems. Compared with students in the metropolis of Taiwan, kids in Hualien seem to be lacking in confidence and curiosity. Unlike students in cities, they don’t like asking questions or reply your problems passionately. Most of them aren’t high-risk takers. What’s more, it’s evident that their English ability is worse than children in Kaohsiung , Taichung , or Taipei . Sad to say , the majority of them weren’t born in a rich family which can afford to invest enough money in children’s education . Their parents are cooks, drivers or even unemployed. Authorities concerned should put more emphasis on children’s education in Hualien or their ability will become worse than children in cities. People should take the problem seriously and cope with it ASAP. By the way, we are kind of amazed at the first sight of Fu-shin elementary school because we can see many sign in English here and there. Take the toilet for example, you can find out â€Å"Wash your hand clearly† or â€Å"Boy Girl†. Although the vocabulary isn’t hard, this way can provoke their curiosity and interest in English. With the effort of teachers and their parents, we think that we can foster good English –learning circumstances for these kids in Hulien. Finally, thanks for every cute student’s and kind teachers’ help or we can’t finish the interview and paper. I think these theories are definitely essential. Above all, only with the patience and passion, can we help these kids love and boost their English? And a series of habitual behavior which L1 constructs will interfere L2 acquisition. Research Papers on The Research of the Reading Behaviors of Children - Education EssayStandardized TestingThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesUnreasonable Searches and SeizuresResearch Process Part OneMind TravelArguments for Physician-Assisted Suicide (PAS)Effects of Television Violence on ChildrenHip-Hop is ArtThree Concepts of Psychodynamic

A Computer Assisted Language Learning (CALL) Research Paper

A Computer Assisted Language Learning (CALL) - Research Paper Example Different kinds of people study a language other than their own for different purposes. Some study to satisfy their need for knowledge. Others just want to be able to converse when traveling, studying or living in another country. Still there are others, like in South Korea, where learning another language, specifically English, is a means to have a job or get into a top university. â€Å"All one has to do is just take a walk in any bookstore and see just how big learning English is†¦. with the profusion of English language books, tapes, and test study guides  (Miller, J., 2006).† The acquisition of a new language, especially English, has led into a thriving business. Individuals and companies have come up and are continuously developing new educational materials to help people have better communication skills. As a result of the increasing demand, the techniques and modes have evolved from simple books and listening tapes to CDs/DVDs, computer software and websites on the Internet. Computer Assisted Language Learning or CALL has become a common method of acquiring another language. â€Å"The history of CALL suggests that the computer can serve a variety of uses for language teaching (Warschauer, M., 1996).† Not only do they enhance the users’ listening, speaking, writing and reading skills, but CALL programs also provide a variety of interesting materials and ways of learning. Since its advent, CALL programs have been used by schools, businesses, governments and individuals for different purposes. For those studying the English language, one use of CALL, for example, is as a medium in preparing students for English proficiency exams like IELTS. The Tell Me More English program is one of the many tools in the market that uses computer-based technology as a means of teaching the English language. The software was created by awarded CALL software developer Auralog and has been released in three versions since its introduction in the ma rket. Among its various functions, educational facilities utilize the Tell Me More English program to aid students entering college get a high score on English proficiency examinations such as that of the International English Language Testing System, better known as IELTS. Literature Review â€Å"The Tell Me More English program is the only English software that truly covers all of the skills used in learning English: not only reading, writing, listening, and speaking, but also grammar, vocabulary and culture (TellMeMore, nd.).† For learners of the English language, excelling in these skills is the key to becoming good speakers. It has been argued that although computers can be a tool in language learning, there are still questionable aspects of language acquisition through CALL programs that need to be addressed. Furthermore, it is yet to be realized how CALL materials can effectively impart learning of each basic communication skill. â€Å"Computer assisted language learn ing has developed over the last 30 years (Warschauer, M., 1996)†. CALL has three stages: behavioristic, communicative and integrative. The first stage, implemented in the 1960s-70s, was practicing by drills. The next stage, communicative, focused more on how the students interacted with each other while working on the computer rather than developing a more in-depth role for computers in the field of language learning. (Warschauer, M., 1996) Criticisms that surfaced from this aspect of communicative CALL gave rise to the third stage, integrative CALL. With integrative CALL, â€Å"students are challenged to construct their own knowledge with guidance from a teacher (Nerbonne, J., et.al., n.d.).† Although CALL has grown to be a popular medium for education, there are still