TESL

Current primary flight training methods and requirements are unsustainable related to the industry forecasted pilot shortage (Boeing, 2019 a, b; FAA, 2019). According to current pilot data released by the Federal Aviation Administration (FAA) (2018), private pilot output is not enough for future industry demands. Since a 2011 Aircraft Owners and Pilots Association (AOPA) (2010) report on student pilot drop-out rates was released, the rate has improved and is trending in a positive direction. The FAA has taken steps to increase sustainability through standards and regulatory changes (FAA, 2016; King, 2016, Miller, 2015). Time allowed to complete pilot training and the methods of assessment were both updated in 2016. Statistical tests comparing drop-out rates before and after implementation show significant affect. Within five years, the drop-out rates and pilot growth could become sustainable for pilot demand forecasts. Correlation between original Certified Flight Instructor (CFI) issuance and original private pilot certificate issuance has a strong correlation. However, the number of new student pilots to new CFIs does not have a strong correlation. This leads the author to conclude there is a relationship between CFI availability and flight training volume sustainability. In addition to pilot output volume, the industry requires increased safety and competency. Statistical analysis concludes that flight training has not produced more-competent or more-safe pilots since the FAA changes. Statistical correlation between new CFIs and knowledge test scores show a relationship with instructional accidents. Prior research indicates the instructional quality and factors related to CFIs may result in flight training unsustainability (Aguilar, 2004; AOPA, 2010; Blair, 2018). The aviation industry and flight training management should invest more in certified flight instructor training and retention than in student pilot recruitment to improve flight training sustainability volume, safety, and competency.

Ethiopia has a rich and diverse history and culture. A general search for Ethiopian culture will bring up many examples, such as the food, cotton clothing, music and dance, and even the coffee ceremony. Historical sites of interest will also likely reveal themselves with even the briefest research, such as the stone churches of Lalibela and the elegant stelae of Aksum. However, what a generic study of Ethiopia’s culture will not reveal is that what is presented is not Ethiopian, but Habesha. What is Habesha, how has it shaped Ethiopia, and where is its place in today’s Ethiopia?

In today’s liberalized world, many believe colonialism is a blemish on our earth’s history. Many least developed countries (LDCs) are struggling to move beyond their past, and colonialism has been blamed at least in part (Kegley & Blanton, 2012). Yet the problem of colonialism is complex, and a neo-colonialism has arisen. Ethiopia is an interesting case study since it was among the least colonized, yet is also among the least developed nations in the world. If colonialism really is to blame for the LDC condition, are the actions of nations within modern Ethiopia neo-colonialist, and are they helping or hurting the struggling state?

Ethiopian Airlines is a privately managed airline owned by the nation of Ethiopia. The flag carrier is among the most successful airlines in Africa (Aglionby, 2016; Ethiopian Airlines, n.d.). Regulated under the Ethiopian Civil Aviation Authority (ECAA), Ethiopian Airlines is part of a group of government-owned companies in the broader Ethiopian Aviation Group (ECAA, n.d.). The group consists of the Airport Enterprise and the Airlines Group, along with all the smaller entities within. Although the airline is privately managed, due to its government ownership, there are some legal and regulatory advantages which have made Ethiopian Airlines successful (Aglionby, 2016; Berhanu, 2013). Through the organization of the Aviation Group, the government can provide a legal monopoly. While many aspects of Ethiopian Civil Aviation regulations and laws are similar in wording and nature to the United States, in many ways their methods and motives are quite different.

Through a contrastive analysis of Amharic and English inflectional morphemes, it is clear that Amharic possesses significantly more inflection than English. There is evidence to believe the differences in inflectional use may pose interference challenges for Amharic English language learners. In the beginning stages of learning, a focus on meaning in English may produce incorrect or missing English inflectional morphology, while increasing semantic understanding. Inflectional morphemes in Amharic, which differ from English, include subject marker, determiners, and negation. Inflectional morphemes that share some similarity to English include plurality and tense. These inflections may not be as difficult to learn if the learner uses bootstrapping. Once the learner reaches the interlanguage stage, they can use cognitive and explicit methods to focus on form to acquire correct English inflection. Increasing frequency and saliency may also improve interlanguage English inflection uptake by Amharic English language learners.

Teaching subject-verb agreement to English language learners is challenging. Many, otherwise proficient, English users struggle with accurate subject-verb agreement. Challenges include lack of saliency and the copular verb be. Native Amharic speakers face additional challenges including language interference and the comparative lack of English inflection. To best serve Amharic English language learners, teachers should be prepared to look at subject-verb agreement as a lexico-grammatical concept during classroom instruction alongside teaching explicit grammatical form. Students should learn how to recognize the subject and determine its role in modifying the verb. Students should also learn to discover the verb and know how to modify it. Teachers who instruct using lexicon alongside grammatical form will increase the saliency and accuracy of subject-verb agreement for Amharic English language learners.

A contrastive analysis of Amharic and English inflectional morphemes shows that Amharic possesses significantly more inflection than English. There is evidence to believe the differences in inflectional use may pose interference challenges for Amharic English language learners. In the beginning stages of learning, a focus on meaning in English may produce incorrect or missing English inflectional morphology, while increasing semantic understanding. Inflectional morphemes in Amharic, which differ from English, include subject marker, determiners, and negation. Inflectional morphemes that share some similarity to English include plurality and tense. These inflections may not be as difficult to learn if the learner uses bootstrapping. Once the learner reaches the interlanguage stage, they can use cognitive and explicit methods to focus on form to acquire correct English inflection. Increasing frequency and saliency may also improve interlanguage English inflection uptake by Amharic English language learners.

The herbicide 2,4,5-trichlorophenoxyacetic acid (2,4,5-T) has proven to be a highly effective agent in the control of broad-leaf species in rice fields, grasslands, and forests. It has been investigated for teratogenicity and fetotoxicity i n animals. Exposure of 2,4,5-T on mice during pregnancy created congenital malformation (COURTNEY & MOORE 1971; HOOD et al. 1979). Studies in rats (SPARSCHU et al. 1971) and monkey (DOUGHERTY et al. 1976) also indicated that 2,4,5-T is teratogenie.