EGP

Maritime English being branch of ESP is inseparable and very important part of Maritime field. Nevertheless, it is subject of Linguistics as well and therefore can be viewed from linguistic point of view. The basis of any branch of ESP is General English which is very important for perfect mastering of special language.
In my opinion along with Maritime English the students should be taught General English (GE) on the proper level as well. The better they know certain level of GE the better they can acquire specific language.
Any language is a part of national culture. Successful language learners usually get close to the language they study and to the culture this language belongs to. Mastering of GE is a good way to break cultural barriers. Language is a part of any nation’s culture which will help to understand English culture better if all nations know it properly, they will
understand each other better not only on linguistic but also on the cultural level. When learners of English get closer to the language not only from linguistic point of view but also from cultural point of view, different ways of human communication, including body language and means of non-verbal communication, become more familiar to them. It facilitates communication of seafarers from different countries with each other, thus ensuring safety and decreasing risk factors.
Only combination of good knowledge of GE and ME can give successful linguistic feedback to seafarers that is so necessary for Maritime field to make human communication more effective and diminish the risk factors caused by ineffective language communication.

Methodology in ESP (English for Specific Purposes) and EGP (English for General Purposes) has been the main concern for many practitioners over the last few years. Many scholars and researchers would argue that methodology in ESP bear a lot of similarities with methodology in EGP. Conversely, other researchers would describe ELT methodology used in ESP as considerably different from the one adopted and adapted in EGP by virtue of the two contrasting contexts they represent. The present paper, therefore, aims at demystifying the disparity between the specificity of ESP textbooks and the conventional language teaching materials highlighting areas of similarities and differences between ESP and EGP methodologies. The paper also purports to argue the extent to which methodologies used in an ESP context can be used in the learning of any kind of English.

The present study aims to analyze the pros and cons of both the existing system (English for General Purposes for one year and English for Specific Purposes for six months)and the proposed one (both ESP and EGP for one year) in Preparatory Year Programme (PYP)in Qassim University. It starts with an assumption that if the students are placed on the medical or science track in level-1 instead of level-2, they can be better prepared for the professional colleges after studying ESP for a full year.The study uses quantitative research approach by analyzing the data statistically in a comprehensive way. The complete record of high school grades, Pre-PYP tests and the first semester results of 615 PYP students in the main branch have been thoroughly studied. Likewise, 50 medical male, 50 medical female, 50 science male and 50 science female students have been surveyed on the 5-point Likert scale with 10-items quantitative tool. Major finding is that existing system of placing the students on medical and science tracks in the 2 nd semester is better as the students get refined and polished due to the competition and hard work in the 1 st semester of PYP. They remain both intrinsically and extrinsically motivated that despite their low performance on the high school exams, aptitude test and entry test, they still have another chance of being placed on the medical track (the first choice of majority of the students). The study, nevertheless, recommends reforms in the existing system without changing it drastically.

The objective of this article was to study the influence of the Pinus taeda wood moisture content to the production of EGP (Edge Glued Panel) in the bonding stage, using PVA adhesive. It was analyzed the joint resistances through shear-stress tests and rupture in the bondline. The wood moisture classes adopted to the panels were: “A” ( [8%, 9%[ ), “B” ( [9%, 10%[ ), “C” ( [10%, 11%[ ), “D” ( [11%, 12%[ ) e “E” ( [12%, 13%[ ). After the panel production, it was sawn the specimens for the resistance shear in the bondline tests by traction. The tests results show that it was statistically significant differences to the values of rupture tensions between A class and B, C, D and E classes. The wood medium rupture presented a tendency to reduce with the moisture increase, and the total rupture in the bondline presented a small tendency of a less number of occurrences with the rupture tension increases.

The objective of this article was to study the influence of the Pinus taeda wood moisture content to the production of EGP (Edge Glued Panel) in the bonding stage, using PVA adhesive. It was analyzed the joint resistances through shear-stress tests and rupture in the bondline. The wood moisture classes adopted to the panels were: “A” ( [8%, 9%[ ), “B” ( [9%, 10%[ ), “C” ( [10%, 11%[ ), “D” ( [11%, 12%[ ) e “E” ( [12%, 13%[ ). After the panel production, it was sawn the specimens for the resistance shear in the bondline tests by traction. The tests results show that it was statistically significant differences to the values of rupture tensions between A class and B, C, D and E classes. The wood medium rupture presented a tendency to reduce with the moisture increase, and the total rupture in the bondline presented a small tendency of a less number of occurrences with the rupture tension increases.

Um dos produtos reconstituídos de grande importância, caracterizado como produto de alto valor agregado, é o painel colado lateralmente, cuja qualidade depende de fatores inerentes a madeira e ao processo produtivo. Neste contexto, o objetivo desta pesquisa é avaliar à qualidade de colagem de painéis EGP de Pinus taeda produzidos com diferentes formulações do adesivo PVAc e sistemas de prensagem. Foi utilizado um delineamento inteiramente casualizado em arranjo fatorial (4×2), respectivamente para formulações do adesivo PVAc (classe D3) e sistemas de prensagem a frio e alta frequência. A qualidade de colagem foi avaliada por meio das normas EN 204:2001 e EN 205:2002. Os resultados não apresentaram diferença estatística significativa a partir da interação entre formulações do adesivo e sistema de prensagem, e nenhum dos tratamentos atingiu o requisito mínimo da norma EN 204:2001, no entanto, os resultados de resistência ao cisalhamento são compatíveis com resultados industriais.