NGHIÊN CỨU VỀ SỰ HIỆU QUẢ CỦA VIỆC HỌC MÔN TIẾNG ANH KINH TẾ VỚI SINH VIÊN ĐÃ TỐT NGHIỆP KHOA SƯ PHẠM TIẾNG ANH, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HA NỘI

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
GRADUATION PAPER
THE EFFECTIVENESS OF LEARNING ENGLISH
FOR ECONOMICS AS PERCEIVED BY GRADUATE
STUDENTS AT FELTE, ULIS, VNU
Supervisor : CẤN THỊ CHANG DUYÊN
Student : NGUYỄN THỊ NGỌC TÚ
Course : QH2010.F1.E4
HÀ NỘI - 2014
ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH
KHÓA LUẬN TỐT NGHIỆP
NGHIÊN CỨU VỀ SỰ HIỆU QUẢ CỦA VIỆC HỌC
MÔN TIẾNG ANH KINH TẾ VỚI SINH VIÊN ĐÃ
TỐT NGHIỆP KHOA SƯ PHẠM TIẾNG ANH, ĐẠI
HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HA NỘI
Giáo viên hướng dẫn: CẤN THỊ CHANG DUYÊN
Sinh viên: NGUYỄN THỊ NGỌC TÚ
Khóa: QH2010.F1.E4
HÀ NỘI – 2014
DECLARATION
I hereby declare that the research paper titled “A research on the effectiveness of
learning English for Economics to graduate students at FELTE, ULIS, VNU” by
me, Nguyen Thi Ngoc Tu, is based on actual and original work carried out be me.
Any reference to work done by any other person or institution or any material
obtained from other sources have been duly cited and referenced. I further certify
that the research paper has not been published or submitted for publication
anywhere else nor it will be sent for publication in the future.

Signature
i
ACKNOWLEDGEMENTS
I would like to express my special appreciation and thanks to my advisor, teacher
Duyen Can Thi Chang, you have been a whole-hearted mentor and a great supporter
for me. I would like to thank you for encouraging my research and spare your
precious time giving comments and instructions on my research paper. Your pieces
of advice on research as well as on my career have been priceless. My classmates,
especially my three great friends Chi, Thuy Anh and Quynh Anh have been great
supporters and inspiring companions. The time I spend being with them is always
the most enjoyable. I would also like to thank my graduate friends and
acquaintances who have helped me in doing the questionnaire and answering my
interview questions.
A special thanks to my family. Words cannot express how grateful I am to my
family for supporting me during the hard time when I was carrying out the research.
At the end I would like to express appreciation to my best friends Kim Ngan, Mata,
Cindy and Ngoc Dang who have been with me and encouraged me when I needed
them the most.
ii
ABSTRACT
In this fast-paced life, all over the world people have become highly economic
minded. It is believed that the study of economics can provide a solution to many
economic and social problems. In any capacity all inhabitants are playing a role as
economic agents such as a consumer, an investor or a merchant. It is undeniable that
regardless what jobs people do, the Economic knowledge is never futile.
The purpose of this study is to identify the effectiveness of English for Economics
to FELTE graduates and solutions for its betterment. Quantitative and qualitative
methods as survey questionnaires and face-to-face interviews are used to inspect the
graduates’ attitudes towards the effectiveness of English for Economics. These

include three major findings. Firstly, although FELTE graduates work in a wide
range of jobs, their jobs demand some certain Economics knowledge. Secondly, the
purposes of learning English for Economics diversify among FELTE graduates;
however; the importance of this subject in practice is undeniable. Last but not least,
an appropriate combination of student’s presentations, material provision and
exercise rectifying may be suggested as a new method meeting all the learners’
demands. A theoretical analysis, backed by analysis of data collection, indicates that
English for Economics plays an important role in equipping students at FELTE,
ULIS, VNU with necessary Economic background knowledge in their job
performance.
Some suggestions given to have good results in EC course are: working hard work,
being willing to widen knowledge and in-depth understanding about all the lessons.
Based on the findings from the research, further studies and future implications may
be conducted in a larger population and field to study other relating matters.
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TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENT ii
ABSTRACT iii
TABLE OF CONTENTS vi
LIST OF ABBREVIATIONS vii
LIST OF FIGURES, TABLES AND CHARTS viii
LIST OF ABBREVIATIONS
EC: English for Economics
IT: Information Technology
ESP: English for Special Purposes
EMT: English Mother Tongue
ESOL: English for Speakers of Other Languages
EFL: English as a Foreign Language
ESL-EAL: English as a second language - English as an additional language

EGLP: English for general legal purposes
EGAP: English for General Academic Purposes
EGOP: English for General and Occupational Purposes
EAP: English for academic purposes
ESAP: English for Specific Academic Purposes
iv
EBE: English for Business and Economics
ESS: English for the Social Sciences
EST: English for Science and Technology
v
LIST OF FIGURES, TABLES AND CHARTS
Figure 1: An ELT Family
Figure 2: The necessity of learning EC
Figure 3: The variety of participants’ current jobs
Figure 4: Purposes of learning EC
Figure 5: Economics knowledge application in graduates’ jobs
Figure 6: EC knowledge used in jobs
Figure 7: The application of EC in performing jobs
Figure 8: The usefulness of EC
Figure 9: Frequency of using EC
Figure 10: The most used EC knowledge in jobs
Figure 11: Evaluation on current teaching method
Figure 12: Satisfaction towards graduate’s needs
Figure 13: Factors in terms of EC knowledge need improving
Figure 14: Preference on teaching method
Figure 15: The usefulness of presenting news reports, theories and case studies
Figure 16: The effectiveness of teaching EC from graduates’ perspective
Figure 17: Suggestions to improve EC course from graduates’ perspectives.
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PART 1: INTRODUCTION

1. RATIONALE
English for Economics is among the compulsory subjects for the junior and
senior ULIS students who major in Linguistics and double-major program. As be
known, Economics is about choice and is at the heart of all decision-makings.
Individuals, businesses and governments are all faced with making choices in
situations where resources are scarce. As a result, Economics is applicable in a wide
range of fields, including business, finance, administration, law, local and national
government and, indeed, most aspects of everyday life. In studying Economics,
learners will examine topics of obvious importance to human well-being.
Increasingly, policy debate in all areas is being cast in economic terms. Knowing
this importance, English for Economics is taught in ULIS, VNU aimed at equipping
students with sufficient Economic knowledge. From that, this raises a question:
“How effective that English for Economics brings to them after they graduate and
get a job, and how to apply it to perform their jobs most efficiently?” In this
research, I will carry out a research to analyze this matter and find out what the
specific advantages are.
There are a number of researches that have discussed the importance of this
subject and the evaluation of the usefulness of the topics.
In ULIS, VNU, some recent related researches have also mentioned about
the importance of this subject: The Role of Needs Analysis in English for Specific
Purposes by Custi Astika Universitas Kristen Satya Wacana Salatiga, Should
Students’ Language Needs Influence How We Teach? By Charito Aglaua,etc.
Among those, “An evaluation of ESP programs at FELTE, ULIS, VNU” by Bui
Thi Bich Thao is the one that provides the most insightful information relating to
this matter. This study means to evaluate and improve the ESP program for
Economics at FELTE, ULIS, VNU.
Most of the researches, however, only focus on the influence of the subject
on current students. Therefore, this research will take a step forward to find out the
1
positive impacts and advantages of English for Economics on graduate students,

and hence propose several suggestions to better the program.
2. STATEMENTS OF RESEARCH QUESTIONS
Focused Research Question(s):
This research seeks to understand how English for Economics benefits graduate
students and how they apply the theory into their jobs. The research, therefore, is
carried out to answer the following research questions:
1. What is the jobs’ background of graduate students? (The variety of their
jobs)?
2. How does the knowledge that they have accumulated from learning English
for Economics help graduate students perform tasks in their jobs?
3. From graduate students’ perspectives, how should the subject English for
Economics be improved to be more effective?
Specific Objectives:
Specific objectives are to:
• quantify the students’ job fields after graduating respectively.
• determine the advantages of the subject applying into their jobs.
• give advice for students learning this subject in the future.
• arouse the interest and passion of students in the subject.
3. SCOPE AND SIGNIFICANCE
This research studies the outcome of 60 graduate students in recent years
shown in their jobs’ performance.
By studying the benefits that ESP program has brought to graduate students,
the researcher will help teachers and learners gain better insights in the
2
subject. Therefore, students can receive better orientations to study this
subject.
In addition, based on the results of the research, ESP teachers can adjust as
well as reform the program to best fit the students’ purposes and jobs’
demand.
I intend to gather and organize information that will compose a discerning

and educational study in learning and using English for Economics for job
purpose/ future intention of graduate FELTE students.
In short, speaking of specific objectives, this research is carried out to help
senior students at FELTE, VNU as well as lecturers on ESP program get
closer to their goals at mastering this course both at learning and teaching.
4. METHOD OF THE STUDY
To fulfill this study, both the quantitative method and the qualitative method
are applied.
In the article “Qualitative and Quantitative Research” extricated from British
Library website, some advantages of two methods are shown as followings.
The quantitative method will help the researcher deeply understand the
background knowledge, measure the incidence of various views and opinions
in FELTE graduate students on the benefits of ESP programs. The
questionnaires and surveys with set questions and answers that respondents
tick from a predefined selection.
This form of research is very flexible in terms of how it is carried out such as
through the post or online.
Besides, the qualitative method which includes survey questionnaires and
document analysis uncover prevalent trends in thought and opinion of the
chosen sample.
Qualitative method is largely led with discussion around certain concepts or
ideas with open questioning. Attendees are encouraged to explain or describe
their reasons for having certain responses which can reveal underlying
motivations, associations and behavioural triggers.
3
The qualitative method consists of focus groups or one by one interview,
conducted face to face or over the telephone.
The subjects of the study are samples of 60 FELTE graduates at ULIS, VNU.
Firstly, the survey questionnaire and interviews are applied.
Secondly, the stage of collecting and analyzing the data is conducted.

5. DESIGN OF THE STUDY
This thesis is composed of main parts: introduction, development and
conclusion.
The introduction presents the rationale, aims and significance, research
questions, method of the study, scope of the study and the design of the
study.
The development consists of 3sections:
Part I: Introduction
Part II: Development
Chapter 1 & Chapter 2 (Literature review) lays the theoretical foundations
for the whole study including the definition of key terms as well as a concise
review of related studies.
Chapter 3 (The study) elaborates on the research methods, participants,
instruments, data collection procedure and data analysis methods
(Results and Discussion) presents the results of the research and gives
interpretation and analyses of major patterns found in data.
Part III (The Conclusion) summarizes the major findings and puts forward
several recommendations to give students deeper insights and understanding
on the importance of the course: English for Economics especially in job
performance.
Summary
The chapter has provided the rationale for the study by stressing the
importance of learning term in ESP course as well as exposing the research
4
gap. The framework of the paper has also been elaborated on four research
questions and clearly defined scope. These elaborations have not only
justified the major content and structure of the study but will also work as
the guidelines for the rest of the paper.
5
PART 2: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW
This chapter aims to provide a theoretical base to develop an operational
framework for ESP program.
1.1. AN OVERVIEW OF ESP
1.1.1. Definition & Classification of ESP
ESP stands for English for Specific Purposes (ESP). ESP is not to be
confused with specialized English, is a sphere of teaching English language
including Business English, Technical English, Scientific English, English
for medical professionals, English for waiters, English for tourism, English
for Art Purposes, etc.
There are many definitions of ESP stated by researchers and linguists.
According to Hutchinson and Waters (1987: 19):
ESP all essentially emphasizes to language centered approaches and to give a
definition of ESP we need to establish a context about how ESP at the
present time relates to the rest of ELT.
6
- According to the definition of ESP (Dudley-Evans, 1997)
7
Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the discipline
it serves
3. ESP is centered on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from
that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level
institution or in a professional work situation. It could, however, be for

learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems
The definition Dudley-Evans offers is clearly influenced by that of Strevens
(1988), although he has improved it substantially by removing the absolute
characteristic that ESP is "in contrast with 'General English'" (Johns et al.,
1991: 298), and has included more variable characteristics. The division of
ESP into absolute and variable characteristics, in particular, is very helpful in
resolving arguments about what is and is not ESP.
From the definition, it is evident that ESP can but is not necessarily
concerned with a specific discipline, nor does it have to be aimed at a certain
age group or ability range. ESP should be seen simple as an 'approach' to
teaching, or what Dudley-Evans (1997) describes as an 'attitude of mind'.
8
This is a similar conclusion to that made by Hutchinson et al. (1987:19) who
state, "ESP is an approach to language teaching in which all decisions as to
content and method are based on the learner's reason for learning".
The analogy of a tree above show what ESP isn't as follows:
a. ESP is not a matter of teaching ''specialized varieties'' of English because
the fact that language is used for a specific purpose. There are several
features which can be identified as ''typical'' of a particular context of use,
and which the learners is more perhaps to meet in the target situation.
b. ESP is not just a matter of science words and grammar for scientist, etc.
The ELT tree family is supported by a complex underlying structure.
c. ESP is not different in kind from any other form of language teaching. It
based on the principles of effective and efficient learning. Even though the
content of the learning is different; the processes of learning should be any
different for the ESP learner than for the general English learner.
ESP is different from the form of ELT because ESP must be seen as an
approach not as a product. ESP is not a particular kind of language or

methodology, nor does it consist of a particular type of teaching material.
ESP is an approach to language learning, which is based on the learners'
need. Therefore, it is concluded that ESP is an approach to language
teaching based on the learners' reason for learning.
1.1.2. The development of ESP
From the early 1960's, English for Specific Purposes (ESP) has grown to
become one of the most prominent areas of EFL teaching today. Its
development is reflected in the increasing number of universities offering an
MA in ESP and in the number of ESP courses offered to overseas students in
English speaking countries.
9
There is now a well-established international journal dedicated to ESP
discussion, "English for Specific Purposes: An international journal", and the
ESP SIG groups of the IATEFL and TESOL are always active at their
national conferences. English for Specific Purposes (ESP) is now well
established as an important and distinctive part of English Language
Teaching. Since the late 1980s ESP has changed in two very significant
respects. Firstly, English for Business Purposes has become an increasingly
significant, even dominant, area of ESP. Secondly, the work of discourse and
genre analysis on the one hand and the results of computer-based analysis on
the other provide a fuller understanding of how specific texts, both written
and spoken, work. It provides an update of these major developments in ESP
and a summary of where the discipline is now. It is practical and accessible
while covering a wide range of both theoretical and methodological topics. It
also charts how ESP has been influenced by new ideas in the areas of
management training, human resource development, sociology and
intercultural training.
1.2. Evaluation
Evaluations are normally divided into two broad categories: formative and
summative.

1.2.1. Formative
A formative evaluation (sometimes referred to as internal) is a method for
judging the worth of a program while the program activities are forming (in
progress). This part of the evaluation focuses on the process.
Thus, formative evaluations are basically done on the fly. They permit the
designers, learners, and instructors to monitor how well the instructional
goals and objectives are being met. Its main purpose is to catch deficiencies
so that the proper learning interventions can take place.
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Formative evaluation is also useful in analyzing learning materials, student
learning and achievements, and teacher effectiveness Formative evaluation
is primarily a building process which accumulates a series of components of
new materials, skills, and problems into an ultimate meaningful whole.
Wally Guyot (1978)
1.2.2. Summative
A summative evaluation (sometimes referred to as external) is a method of
judging the worth of a program at the end of the program activities
(summation). The focus is on the outcome.
All assessments can be summative (i.e., have the potential to serve a
summative function), but only some have the additional capability of serving
formative functions. Scriven (1967)
The various instruments used to collect the data are questionnaires, surveys,
interviews, observations, and testing. The model or methodology used to
gather the data should be a specified step-by-step procedure. It should be
carefully designed and executed to ensure the data is accurate and valid.
Questionnaires are the least expensive procedure for external evaluations and
can be used to collect large samples of graduate’s information. Hence, in this
research, the questionnaire is used to collect data. The questionnaire is trialed
before using to ensure the recipients understand their operation the way the
researcher intended. The guidance is given clearly for its completion.

1.2.3. History of the Two Evaluations
Scriven (1967) first suggested a distinction between formative evaluation and
summative evaluation when describing two major functions of evaluation.
Formative evaluation was intended to foster development and improvement
within an ongoing activity (or person, product, program, etc.). Summative
11
evaluation, in contrast, is used to assess whether the results of the object
being evaluated (program, intervention, person, etc.) met the stated goals.
Scriven saw the need to distinguish the formative and summative roles of
curriculum evaluation. While Scriven preferred summative evaluations —
performing a final evaluation of the project or person, he did come to
acknowledge Cronbach's merits of formative evaluation — part of the
process of curriculum development used to improve the course while it is
still fluid (he believed it contributes more to the improvement of education
than evaluation used to appraise a product).
Later, Misanchuk (1978) published a paper on the need to tighten up the
definitions in order to get more accurate measurements. The one that seems
to cause the greatest disagreement is the keeping of fluid movements or
changes strictly in the prerelease versions (before it hits the target
population).
In Paul Saettler's (1990) history of instructional technology, he described the
two evaluations (pp. 430-431) in the context of how they were used in
developing Sesame Street and The Electric Company by the Children's
Television Workshop. CTW used formative evaluations to identify and
define program designs that could provide reliable predictors of learning for
particular learners. They later used summative evaluations to prove their
efforts (to quite good effect I might add). While Saettler praises CTW for a
significant landmark in the technology of instructional design, he warns that
it is still tentative and should be seen more as a point of departure rather than
a fixed formula.

Saettler defines the two types of evaluations as: 1) formative is used to refine
goals and evolve strategies for achieving goals, while 2) summative is
undertaken to test the validity of a theory or determine the impact of an
educational practice so that future efforts may be improved or modified.
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Thus, using Misanchuk's defining terms will normally achieve more accurate
measurements; however, the cost is quite high as it is highly resource
intensive, particularly with time because of all the pre-work that has to be
performed in the design phase: create, trial, redo, trial, redo, trial, redo, etc.;
and all preferably without using the target population.
However, most organizations are demanding shorter designing times. Thus
the formative part is moved over to the other methods, such as through the
use of rapid prototyping and using testing and evaluations methods to
improve as one moves on. Which of course is not as accurate but it is more
appropriate to most organizations as they are not really interested in accurate
measurements of the content but rather the end product — skilled and
knowledgeable workers.
Misanchuk's defining terms basically puts all the water in a container for
accurate measurements while the typical organization estimates the volume
of water running in a stream.
Thus people like vendor, researcher, or need highly accurate measurements
will probably define the two evaluations in the same manner as Misanchuk.
If it is necessary to push the training/learning out faster and highly accurate
measurements are not important, then the CTW example can be defined
closer to how most organizations do and Seattledoes.
1.3. Jobs performance
1.3.1. Overview of Performance Improvement
Job Performance refers to the way people do their jobs and the results of
their work.
Organizations seeking to solve a performance problem frequently implement

a specific intervention, such as training, without fully understanding the
nature of the problem or determining whether or not the chosen intervention
13
is likely to succeed. Just as often, professionals with a high level of expertise
in a specific intervention area see every problem as an opportunity to ply
their trade. In fact, there are a number of methods for improving the
performance of organizations, teams and individuals. Organizational
development, industrial engineering, training and development, quality
assurance, and human resources development address performance gaps in
particular ways. Performance Improvement differs from these approaches by
using a systematic methodology to find the root causes of a performance
problem and then implement an intervention (or “fix”) that applies to that
specific performance deficit.
Certain factors need to be in place for workers to be able to perform well on
their jobs:
- Clear job expectations
- Clear and immediate performance feedback
- Adequate physical environment, including proper tools, supplies and
workspace
- Motivation and incentives to perform as expected
- Skills and knowledge required for the job.
When a performance factor is missing and a gap in performance has
occurred, a solution, or intervention, usually becomes clear. For example, if
workers lack information about what is expected of them, obvious
interventions would include implementation of written policies, job
descriptions or verbal directions. Likewise, if workers do not have sufficient
knowledge in their jobs, they cannot perform the work well.
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In this research, the researcher particularly focuses on the factor: Skills and
knowledge required for the job that are assumedly accumulated from

university.
1.3.2. Purposes for job performance evaluation.
Based on job performance evaluation, employers can see how well their
employees were trained. From that, they can assess the quality of the
employees’ qualifications as well as the effectiveness of the practical
knowledge learnt at university.
1.4. Effectiveness and evaluation
1.4.1. What is “effectiveness”?
According to Wikipedia, “Effectiveness” is the capability of producing a
desired result. When something is deemed effective, it means it has an
intended or expected outcome, or produces a deep, vivid impression.
The origin of the word "effective" stems from the Latin word effectīvus,
which means creative, productive or effective. It surfaced in Middle English
between 1300-1400 A.D.
Related terms
Efficacy, efficiency, and effectivity are terms that can, in some cases, be
interchangeable with the term effectiveness. The word effective is sometimes
used in a quantitative way, "being very effective or not very effective".
However, neither effectiveness, nor effectively, inform about the direction
(positive or negative) and the comparison to a standard of the given effect.
Efficacy, on the other hand, is the extent to which a desired effect is
achieved; the ability to produce a desired amount of the desired effect, or the
success in achieving a given goal. Contrary to the term efficiency, the focus
of efficacy is the achievement as such, not the resources spent in achieving
15
the desired effect. Therefore, what is effective is not necessarily efficacious,
and what is efficacious is not necessarily efficient.
Another source of confusion regarding the term effectiveness is its
relationship with the term effectiveness. Due to the similarity in the way
these two words are spelled, they are often confused with each other and

used incorrectly. The term effectiveness (noun) is derived from the root word
affective (adjective) meaning concerned with arousing emotions or affection
or relating to moods, attitudes or feelings. Simply stated, effective means
outcome and efficiency means output.
Learning effectiveness is evaluated in the context of the learning goals of the
course (short term learning), and in the context of the overall educational
programme and future working life (long term learning).
1.4.2. Evaluating the Effectiveness of Learning Interventions
The question of how to evaluate the effectiveness of learning interventions is
a problematic one. That is, how do people determine whether a change to a
course has been successful in improving student learning.
Surprisingly, it was not able to find a standard instrument in the literature for
evaluating learning effectiveness. Literature searches and web searches
revealed very few standard instruments of any kind for course evaluation. It
would appear that most institutions develop their own course evaluation
instruments to suit their own purposes.
- The effectiveness of any educational programme can only be sensibly
assessed in the context of its learning goals. Learning goals are defined as
“particular knowledge, skills or attitudes that participants should have at
the end of the learning episode”. Three different types of learning goals
are distinguished below:
- Knowledge: “what facts and concepts participants should understand”.
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- Skills: “what tasks participants should be able to perform”.
- Attitudes: “what attitudes, beliefs and motivation participants should
possess”.
Learning is an ongoing process. University courses are not undertaken in
isolation, but in the context of some larger educational programme (e.g. a
university degree or diploma) and in preparation for working life. While
learning can be evaluated within the context of the objectives of a particular

course, it should also be evaluated in the wider context. It is categorized
between the following concepts: Short term learning (internal validity): Was
the course successful in achieving its stated learning goals? This relates to
the effectiveness of the course as a standalone unit of education.
- Long term learning (external validity): The course contributes to the
student’s overall learning experience. This addresses the issue
of relevance- a course may be effective in achieving its learning goals,
but the learning goals themselves may be of little long term value.
Determinants of Learning
A number of causal relationships were hypothesized between the constructs
in the theoretical model (Daniel L. Moody, 2003)
Knowledge + Skill + Attitude Learning Effectiveness
Learning Effectiveness  Long Term Learning
In this research, the researcher focuses on studying about long-term learning
to define which benefits that ESP courses have brought to ULIS students in
performing their jobs.
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