Improving Memory and Study Power

The brain is an important organ in a human being that requires regular improvement to increase its sharpness and acuity. Study power and memory are important aspects of the learning process and improving them is necessary for success.Advertising We will write a custom research paper sample on Improving Memory and Study Power specifically for you for only $16.05 $11/page Learn More They can be improved by engaging in regular physical exercise, eating a healthy diet, eliminating stress, and challenging the brain by doing different things. Study power can be improved by working on one’s ability to concentrate, focus, and remember. Improving memory leads to improvement of study power because remembering information is the most important aspect of studying. Improving Memory and Study Power Improvement of memory and study power is necessary for both students and professionals pursuing their careers. An efficient memory depends on the health status and v igor of the brain. Memory is an important factor in developing study power because it helps an individual to store and recall material that has been studied. Memory depends on the mental performance of an individual. Therefore, improving memory and mental power consequently improves study power. Study power can be described based on ability to concentrate and recall information that is important for achievement of academic goals and objectives. Getting enough sleep and exercise is necessary for anyone trying to improve memory (Fry, 2012, p.34). When the body is subjected to regular physical activity, the brain also benefits. This is because physical activity enhances secretion of chemicals that facilitate storage of information by the brain. In addition, it reduces vulnerability to disorders whose effects cause memory degradation and reduced mental sharpness. Sleep deprivation cause stress to the brain and leads to memory lapse. Exercise coupled with enough sleep helps the brain to rejuvenate its cells and secrete chemicals that aid in development of memory. Avoiding stress is a powerful memory development strategy. Stress destroys brain cells and degrades the hippocampus thus leading to memory loss (Fry, 2012, p.35). Keeping stress at a minimum is important for people who want to develop their memory. Trying mental exercises such as meditation is also useful.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Meditation improves creativity, concentration, thinking, focus, and comprehension (Fry, 2012, p.35). Meditation helps to improve study power because it improves concentration and creativity. In addition, meditation contributes to development of the cerebral cortex thus creating more connections between brain cells. This enhances mental sharpness and memory, which are vital in improving study power. Working the brain is important in improvement of memory and study p ower. This involves engaging in activities such as solving complex problems and reading challenging academic materials that stimulate the brain to use its latent powers. Handling mental challenges improves memory by helping the brain to form new cell connections that enhance information processing and storage (Fry, 2012, p.37). Use of mnemonic devices is also effective in improvement of memory. It involves associating certain information with certain images thus making the information easy to remember. Moreover, this enhances study power because the more information an individual recalls, the more he becomes motivated to study. Study power can be improved by taking part in regular physical activity. Regular exercise improves study power in three main ways. It improves alertness, concentration, and motivation that create confidence in an individual thus improving learning ability. Learning to concentrate and focus energy on a task is important necessary. In addition, adapting healthy eating habits is an effective strategy. Some foods boost brainpower and as a result improve study power. These include green tea, omega-3, fruits and vegetables, and complex carbohydrates. Complex carbohydrates give the brain energy to perform its functions. Therefore, consuming more complex carbohydrates is important to an individual who wants to improve mental sharpness (Fry, 2012, p.41). Memory and study power are important aspects of learning. They can be improved by engaging in physical activity, adopting healthy eating habits, challenging the brain, getting enough sleep, and eliminating stress. On the other hand, improvement of memory leads to improvement of study power because memory is the most important aspect of effective learning. Reference Fry, R. (2012). Improve Your Memory. New York: Career press.Advertising We will write a custom research paper sample on Improving Memory and Study Power specifically for you for only $16.05 $11/page Learn M ore This research paper on Improving Memory and Study Power was written and submitted by user Pastel Donkey to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Word Choice Began vs. Begun - Proofread My Papers Academic Blog

Word Choice Began vs. Begun - Proofread My Papers Academic Blog Word Choice: Began vs. Begun Does the English language really need both â€Å"began† and â€Å"begun†? Wouldn’t it be simpler to just have one past tense variation of â€Å"begin†? Of course it would, but nobody ever said English grammar would be easy (in fact, many have said the exact opposite). So what exactly is the difference between â€Å"began† and â€Å"begun†? And why should you try to avoid confusing them in your work? Began (Simple Past Tense) We all know that the verb â€Å"begin† means â€Å"to start,† but whether you use â€Å"began† or â€Å"begun† when describing something that has already started depends on how you phrase your sentence. â€Å"Began† is the simple past tense of â€Å"begin† and typically used when describing an action or process that started in the past, but that has now finished: The Second Boer War began in 1899 and ended in 1902. Back in the days when having a mustache was enough to qualify you as a military commander. This isn’t always the case, as you can use â€Å"began† for an ongoing action or event: The day began well and has gotten better since! But it’s worth remembering that â€Å"began† is most often used for past events that have come to an end, since â€Å"begun† has a slightly different use. Begun (Past Participle) â€Å"Begun† is a past participle, which means it is used in the present perfect tense. This allows us to talk about something which started in the past, but which continues into the present: The lecture had begun only minutes ago, but it felt like hours had passed. Weve all been there [Photo: scottjacksonx]An important factor here is that, like all past participles, â€Å"begun† is always used with a helper verb (e.g., â€Å"has,† â€Å"had† or â€Å"have†). Generally, if a sentence has some variation of â€Å"have† in it, the correct term to use will be â€Å"begun.† We can see the difference between â€Å"began† and â€Å"have begun† if we use both in a similar situation: Past Tense: I began writing my book. Present Perfect Tense: I have begun writing my book. The first of these sentence leaves the current status of the book uncertain (it could be finished, abandoned, or still in progress). The use of â€Å"begun† in the second sentence, on the other hand, clearly signals that the book is still being written. Began or Begun? There are two things to consider when deciding whether to use â€Å"began† or â€Å"begun.† The first is whether your sentence contains a helper verb (usually a variation of â€Å"have†), since this will usually mean you need â€Å"begun.† The second is whether what you are describing has already ended. If so, you will usually need to use â€Å"began.† Remember: Began = Simple past tense Begun = Past participle

The End of Privacy Research Paper Example | Topics and Well Written Essays - 1500 words

The End of Privacy - Research Paper Example The authorities have been involved in securing and establishing policies to minimize incremental advantages from such information. However, the ambivalence one experiences due to advance technology is quite right. Such technological tools do advent human kind, but they are also a main reason to erode personal privacy (Tavani, 162). Surveillance cameras, sensors, recording devices, monitors have the capability to store large amount of data. These day to day technological tools may seem inevitable due to the ease and security they have produced for the mankind, but they have also posed a threat towards the civil liberty and personal privacy of many. Although, violation of internet privacy is not an easy task, but hackers all around the world have obtain techniques to extract encrypted and encoded data. However, these technological shortcomings can only be resolved by the same mean (Buchanan,817). However, there are two main concerning aspects which USA government is trying to resolve t o its best. The obtainment of personal information by FBI for national security purposes and the emphasis individuals are exerting on the privacy of their information. Another security concern is possessed by the World Wide Websites through their ‘tracking cookies’, which get stored on the hard drive and extract personal information of the user (Dubrawsky, 38). ... ce, several bills have been presented before the Congress to retrieve this encrypted information for the national security means, as the security of state is integral than the privacy of few individuals. The key to decode such encrypted information is thus, a civil and humanistic right to the information possessor. Such encrypted information is mainly possessed by a firm or a contractor if he shares it with government then he violates the right of his clients, which is also a breach of law. Hence, it is an utmost priority of the law enforcement firms to responsibly obtain information, which could potentially lead to a threat and not to violate the confidentiality of an individual or organisation. Basic internet threat protection can be attained from firewall and anti- viruses. These software keep the privacy options of one’s PC high and do not let the pop-ups viruses and spywares to intrude or store information on one’s hard drive. The later changes the configuration of PC without the users consent. Therefore, it is much more detrimental than the former one (Caruso,1). Banks, Credit Card companies, Government agencies gather personal information of the client or public and store it in their database. Hence, this personal information given out to such firms can be exploited by the receiver. For instance, if an individual fills out a bank loan form he will insert all his personal information from family structure to preferences and potential worthy items (Liberti, 4057). However, this happens rarely, but information given out on World Wide Web is particularly detrimental for the donor. If such information is given out to a wrong or fraudulent source it can lead to maximum loss. It can all began from junk emails to pop up items and eventually it can lead to

Three Gorges Dam- Tourism Venue and Creation and Loss of Jobs Research Paper

Three Gorges Dam- Tourism Venue and Creation and Loss of Jobs - Research Paper Example The business opportunities will provide a platform through which many people can establish some businesses in the area. For example, as tourists come to visit the site, it is apparent that they would require having some hotels and restaurants around and within the location. In this regard, people will venture into the hotel business thus creating jobs to many people. In order to have tourism facilitate effectively, there is need to have tourist operators who will organize and take tourists to the site. This way, many people will have an opportunity to work in these tour companies (Jim Para. 6). However, in the effort to relocate towns and people living around this area, it means that many people will loose their agricultural land and this could lead to lose of livelihood to these people (Yardley Para 50). People who relied on agriculture as their economic activity will loose it. It is apparent that the towns that will be relocated will lead to lose of jobs to many people. In these towns, many businesses will be destabilized and this leads to lose of jobs to both the owners and people employed to work in those businesses. After completion of the three Georges dam project, visitors will be able to see a wonder in the Yangtze River where a calm lake sits among the steep gorges. Many scenic spots which could not have been entered are now reachable. For example, in Fangyang River, the branch of Madu River, a new site of small gorges comes into view (Agencies Para. 3). The white Emperor city, which was originally hidden in the thick forest before, becomes an attractive island standing in the center of the River. This big scenery will attract more visitors to explore three Gorges (Backenheimer Para. 1). Since tourist will require having access to the site, it therefore means that they need to have means of transport to the area. In this regard, the construction of three Georges dam will largely improve the

Freedom of Expression Essay Example | Topics and Well Written Essays - 500 words

Freedom of Expression - Essay Example According to the research findings, it can, therefore, be said that as with various popular terms over the history of English language, the term â€Å"freedom of expression† has come to mean a wide variety of things and is definitely open to interpretation. It could mean freedom to act in any matter at any place whatsoever without regard to any standards. But it has been defined within certain limitations and exceptions, the most relevant to the case under consideration being defamation and obscenity. The woman with the t-shirt that caused her eviction from the plane was expressing a political opinion, and as such cannot be held responsible for defamation. For defamation to be established, it should also be shown to be causing tangible harm by the publication of an alleged fact, which is false. None of the images printed caused any actual damage to their subjects because the t-shirt made no false claims based on facts about the subjects depicted on it. An opinionated statement is not defamation, and a citizen reserves the right to express an opinion. Where the conflict comes in, however, is the display of profanity. The print draws a parallel with a popular movie title "Meet the Fockers", which was not banned for obscenity as in the title it was a clever pun and not much else. The t-shirt replaces the "o" with a "u", which makes it an explicit term, unsuitable for a captive audience aboard a plane, which might include minors. Possibly exposing minors to strong language is not an exercise in freedom of expression, but rather its curtailment for others involved. The venue of the incident was not public space, but private property owned by the South West Airlines, and as such, they retained the right to object to words unacceptable to them or other passengers.

The Treatment Of Errors In The Classroom English Language Essay

The Treatment Of Errors In The Classroom English Language Essay LAST PART OF CHAPTER 3 As I mentioned before, error correction is the classroom activity that most people think as one of the language teachers most important functions (Nunan, 1989: 9). This is because most of the time the teacher is the one who corrects. The first and most important step a teacher must take is to determine the aim of the activity. As Ancker (2000: 20) mentioned in his article Errors and Corrective Feedback, if the objective is to develop accuracy, then of course correction is necessary. In this case, the correct approach is to allow the student to self-correct first. If that does not work, teachers should allow peer correction. But if no one seems to know, teachers can give the answer or correct. Although error correction seems time consuming, it helps students to focus their attention and to reduce their dependence on the teacher, and this reduction of dependence encourages students autonomy. On the other hand, if the objective of the activity is to develop fluency, then correction may not be necessary (Ancker, 2000: 20). Unless the error has been made many times, then the error correction needs to take place. One important question is who should correct learners errors. There are three possible answers to the question: the teacher, the learner him/herself or the others learners (peer-correction). But this will depend on the importance or success of the error corrections, as well as the ability of the students to do self or peer correction. According to Ellis (1994: 489) studies of repair in naturally occurring conversations have shown a preference for self-initiated and self-completed repair. But, in many cases the teacher is the one who usually corrects students in the classroom. It may be appropriate to allow the learner to self-correct without any further help from the teacher by using clarification requests such as: what?, excuse me?, what did you mean by à ¢Ã¢â€š ¬Ã‚ ¦..?, etc. That is because learners are actually capable of making changes in their developing Interlanguage systems (Allwright and Bailey, 1994: 49). Most of the times, teacher intervention should be reduced and students must be encouraged to provide feedback to their partners. In one interpretation of language acquisition, Kessler (1992: 85) suggests that the monitor can prevent or repair some errors under certain conditions. These conditions include: a) a focus on form, rather than on communication of meaning, and b) adequate time for the learner to process the output. Ellis (1994: ibidem) conducted a study to find out whether learners reformulate their use of past tense in their utterances, when given a second opportunity to do so, or ignore it. He found out that those who, when pushed through a request for clarification to reformulate their utterances, did so, by correctly forming the past tense and maintained their improved accuracy in the past tense on the subsequent occasions. Teachers must have clear that each teacher must come to an individual decision with respect to treatment of errors, just as a proverb says: what works well in Madrid may not work well in Tokyo, because not all the students have the same personality. Allwright (1996: 32) makes a strong claim for the study of error correction in the classroom in which they occur. From this observation, he came to the following conclusions: 1) Teachers just tend to repeat the correct model rather than telling the student where his error occurred and why it was incorrect. 2) Teachers are also inconsistent in their treatment of learning errors. (Because errors are not always corrected). Also, Allwright (1996: 33) asserted that another possibility is that other learners in the classroom could help by providing corrective feedback if it is necessary. In one experimental study related to this issue, Porter (1986, mentioned in Chaudron, 1993: 71) found that second language learners were able to accurately correct other learners errors, though they rarely did so. 3.1.2.3 Error Correction Techniques Although providing correct forms of learner errors is one of the most popular techniques among many language teachers (Hendrickson, 1980: 160), the use of various types of treatment methods has been recommended as it is considered to be more effective and successful than relying upon a single technique (Lynch, 1996, cited in Muncie, 2000: 50). Holley and King (1971, cited in Hendrickson, ibidem.) suggest that teachers should not use the methods which make learners feel embarrassed or frustrated. Therefore, teachers should be more sensitive about how to respond to learner errors. Fanselow (1977: 588) has argued that teachers should offer learners the greatest possible variety of treatments because different people need to be treated differently. Also teachers need to keep on trying out different possibilities of feedback that would have to be delivered in such a way as to provide affective support, so the learners will not be demoralized, at the same time as the negative cognitive information is transmitted. Once teachers do decide to treat noticed errors, and when they will do so, they have a variety of methods to their disposal. Allwright (1975, in Nunan, 1989: 32) points out the complexities of the teachers task. In the case of error correction, this can be illustrated by the following options confronting the teacher in the face of a leaners error: To treat or to ignore the error completely. To treat immediately or delay the error. To allow another student, a subgroup or the whole class to find the correct form. To return or not to the original error-maker after treatment. To test for efficacy of treatment. To transfer treatment or not. To let it be self-treated. All these suggested options are appropriate in different moments; the teacher only needs to develop the intuition, through experience and solid diverse theoretical foundation. As Allwright has a variety of options, Long (1977, in Allwright and Bailey, 1994: ibidem) also notes that teachers have three choices in deciding what to do when they find the error: To inform the learner that an error has been made To inform the learner of the location of the error To inform the learner of the identity of the error Moreover, Corder (1967, in Allwright, 1996: ibidem) declares that in order to show that there is a problem, the teacher usually a) retains evaluation, b) ignores the answer given and repeats the question, c) repeats the trouble source as a question, or d) changes addressee. Errors are inevitable, but if there are too many it is probably the result of inefficient practice or poor exploitation strategies. Teachers have an arrangement of techniques and nomination strategies to deal with any correction that needs to be made. Correction techniques should be helpful and supportive. When an error is detected, the next problem is that teachers would have to choose the best type of treatment to provide in order to help the second language learners achieve this needed awareness. There are many types of errors and according to Slimani (1992, in Panova 2002: 582), teachers often use seven types of feedback (or error correction techniques) when correcting errors that occur in the language classroom. They are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction and repetition. As Slimani mentioned (ibidem) a recast is an implicit corrective feedback that reformulates a wrong or incomplete utterance. Example: 1. S: Dangerous? (Phonological error. /dangerus) T: Yeah, good. Dangerous. (Recast) you remember? Safe and dangerous. If you walk in the streetsà ¢Ã¢â€š ¬Ã‚ ¦. The second type of correction is the translation (from the teacher) that can be seen in many cases when students dont know how to say a definite utterance, for instance: 2. T: All right, now, which place is near the water? S: Non, Jai pas fini (L1) T: you havent finished? Okay, Bernard, have you finished? (Translation) The purpose of clarification request is to elicit reformulation or repetition from the student who has said a wrong form: 3. S: I want practice today, today (grammatical error) T: Im sorry? (Clarification request) In the example mentioned before, Im sorry is a type of clarification request but there is also another one that is very used: I dont understand. According to Lyster Ranta (1997, in Panova, 2002: 583), metalinguistic feedback refers to comments or information related to the form of the students utterance without providing the correct answer, as: 4. S: I accord T: Oh, but thats in French (metalinguistic feedback) Lyster Ranta point out that elicitation technique is a corrective feedback that prompts the learner to correct (Panova, 2002: 584); this is an example of a peer repairing: 5. T: In a fast food restaurant, how much do you tip? S1: No money (Lexical error) T: Whats the word? (Elicitation) S1: fiveà ¢Ã¢â€š ¬Ã‚ ¦fourà ¢Ã¢â€š ¬Ã‚ ¦ (needs repairing) T: Whats the wordà ¢Ã¢â€š ¬Ã‚ ¦in a fast food restaurant? (Elicitation) S2: Nothing (repair) T: Nothing, yeahà ¢Ã¢â€š ¬Ã‚ ¦. The sixth type of feedback is the explicit correction. 6. S: The day last tomorrow (lexical error) T: Yes. No, the day before tomorrow (explicit correction) In this type of feedback, the teacher provides explicit signals to the student that there is an error in the previous utterance. The last type of corrective feedback is repetition, which the teacher repeats the wrong part of the students expression, usually with a change of intonation. For example: 7. S: I am agree (lexical error) T: I am agree? (Repetition) The research on teacher treatment of learner error, including studies by Allwright (1975), Chaudron (1977, 1986b, 1987), Fanselow (1977b), and Long (1977), shows that teachers do not treat all errors that occur. The findings also reveal that teachers have a wide variety of techniques available for the treatment of errors, but they do not typically make full use of the repertoire of behaviors from which they might choose in providing feedback (Allwright and Bailey, 1994: 99-100). Knowing all these types of error correction techniques (named also as feedback) teachers are more self-confident on what they are doing, because they know that the type of feedback they give to their students is mentioned in the seven techniques pointed out before, and they make sure they are doing right. 3.1.2.4 Momentum of the Correction The dilemma of; to correct or not to correct, has persistently engaged the minds of language teachers. Concerning to correction, Lyster Ranta (1977: 51) acknowledge that there is a certain dilemma in this regard: if teachers do not correct errors, opportunities for students to make links between form and functions are reduced; if teachers do correct errors, they risk interrupting the flow of communication. According to Longs (1977: 279) opinion, once the teacher has decided that an error should be treated, the next decision that he/she has to make is when to treat the error. The teacher may deal with it immediately, or delay treatment somewhat (for instance, until the learner finishes with the message he/she is trying to convey), while still treating the error within the boundaries of the same lesson in which it occurred. The `problem with immediate error treatment is that it often involves interrupting the learner in mid-sentence, it is a practice which can certainly be disruptive and could eventually inhibit the learner willingness to speak in class at all. Allwright Bailey (1991: ibidem) assert that if we adopt the notion of Interlanguage in the discussion of second language learners errors, we realize that by treating errors, teachers try to help learners move ahead with their Interlanguage development. However, they believe mistimed error treatment may not be helpful and may even be harmful if it aims at structures which are beyond second language learners in terms of their Interlingua development. They refer to mistimed with forms at the right time in the course of the learners speech. While correcting errors, teachers can make corrections at the moment the error is made or at the end of the activity. Having the correction at the moment is advisable when students do not make many errors and this will help not only the students who made the error , but also to the whole class or those who are paying attention; and having the correction at the end of the activities is advisable when students have many errors and run on them every five minutes, so that students do not feel like foolish in front of the whole class. The place of error correction has been controversial because teachers have to know the adequate moment to do the correction and how to do it in order to not inhibit students participation. Nunan and Lamb (1996, in Poppi, 2001: @), point out that it is important to consider when the adequate moment to make a correction is. They say that it is better to correct errors at the end of the activity just by writing on the board and explaining the reasons of the errors made since in that way, the teacher gives a better explanation of the error, but also focuses more on the error. On the other hand correcting at the moment is not advisable, because of the lack of time and also the teacher could demotivate the students. Alternately, Allwright Bailey (1991: ibidem) state that teachers may postpone the treatment for longer periods of time for two reasons: a) teachers do not want to explain the error to the whole group. For instance, oral errors, particularly if they are shared by a group of learners, may form a starting point for a future lesson. Long (1977: 290) observes that error treatment becomes less effective as the time lag between the performance and the treatment becomes longer. Deciding when and which errors to correct causes problems to teachers, as teachers may think they are encouraging their students, but they are doing the contrary or vice-versa. Teachers must also take in consideration, that constantly interrupting students to correct them can be irritating. If teachers do not know when to correct, it is necessary to consider the nature of the activity that is being undertaken. For example if students are performing a drill in order to practice pronunciation or phrases, then they should be stopped immediately when they make the error, otherwise they will continue repeating defective language; on the other hand, in fluency, if there are frequent errors, the teacher can make a mental or written note to provide feedback after the activity, so students can feel comfortable and self-confident. Teachers do not have to correct all the time, they have to be conscious on what and when they are going to correct in order to promote students participation, otherwise if teachers make lots of corrections, students could be irritated (Norrish, 1990: 280). Long (1977: 292) points out that the psychology of research literature shows, that the feedback becomes less effective as the time between the performance of the skill and the feedback increases. What is more, Virgil Oller (1976: 288) think that correcting errors at the moment is a waste of time and instead of doing that, teachers should avoid error correction at the moment. So, correcting at the moment can certainly be troublemaking and could eventually inhibit the learners willingness to speak in class at all, or students could forget what they wanted to say. Contrary to this, correcting at the end of activities is better because teachers have already finished their activities and can explain in detail the reasons of the errors (Virgil Oller: ibidem). In short, we may say that teachers can choose the moment to correct their students taking into account their necessities. 3.1.2.5 Students Attitude Attitudes are complex, hypothetical construction, which general definition includes some notion of evaluation. Ajzen (1988: 85) states that an attitude is a disposition to respond favorably or unfavorably to an object, person, intuition or event. In addition to this, Triandis (1971: 289) writes that an attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. This evaluative aspect of attitude is its defining attribute, and sets it apart from other affective variables. Attitude is an emotion that all people show when they have views of an attitude object: i.e. a person, behavior or event. Attitudes come from judgments. Triandis (1971: ibidem) says that attitudes develop the ABC model (affect, behavioral change and cognition). The affective response is a physiological response that expresses an individuals preference for an entity. The behavioral intention or change is a verbal indication of the intention of an individual. And the cognitive response refers to a cognitive evaluation of the entity to form an attitude. Heider (1958, in Triandis: ibidem) points out that attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, and situation). The type of feedback language teachers provide for students reflects their view of language and their objectives. The attitude of students plays an important role in learning a second language. This attitude is developed by a variety of factors, among them feedback, which may have desirable or undesirable cognitive and affective results. Students characteristics have an impact both on the teacher who corrects the learners errors and on the learner who is corrected. The teachers treatment of error might also be influenced consciously or unconsciously by the state of mood teachers are. The attitude of learners toward error correction, not only by teachers during focused activities but also by native speakers with whom they converse, is remarkably positive (Chenoweth, Chun and Luppescu, 1983: 82). Cathcart Olsen (1976: 41) found that ESL learners who hold positive attitude toward correction like to be corrected by their teachers and want to have more correction than they are usually provided with. Another important point about attitudes is that they are subject to change; they are not set in concrete. This is good news for teachers in that poor attitude can be changed. But the good news is tempered by the fact that there are many variables associated with attitude change, such as the state of mood, the classroom environment, the students personality and so on. Probably, the most difficult aspect of the correction process is tailoring corrections to individual students. Teachers who wish to provide effective correction must consider its effect on each individual student. The problem has two aspects: affective and cognitive side. Truscott (1998: @) says that on the effective side, learners clearly differ in their reactions and attitudes to correction. For some, no adverse effect is likely unless corrections are delivered in a very aggressive or unfair manner. For others, there is a serious danger that correction will produce embarrassment, anger, inhibition, feeling of inferiority, and generally negative attitudes towards the class and possibly toward the language learning itself. Consequently, there are different reactions in students because all students are different: positive and negative. In this way, in order to avoid harmful effects and to make correction effective, the teacher should see each student as unique and to ask how each student will respond to correction in many possible forms, varying the type of error correction and the frequency of the correction, the clarity of the correction and the most important: the intensity of the correction. Nunan Lamb (1996, in Poppi, 2001: @) mention that attitudes and responses vary among students depending on the different ways that teachers treat their errors. For example, à ¢Ã¢â€š ¬Ã‚ ¦.teachers can correct students in a way that makes students feel comfortable and some students can have a positive attitude to the correction while others will react with a negative attitude by making gestures (like a grimace) and some others will just accept the correction and repeat it with a smile (Pinazo, 2001: @) Moreover, Wajnryb (1992, in Poppi, 2001: @) makes the point that, if teachers attempted to correct every error that occurred in class, there would be little time to do anything else. Correcting at anytime many times creates a negative classroom atmosphere, discouraging learners from risk-taking and experimentation. So, when learners are corrected intensively by the teacher it could have negative consequences in their motivation. Students will think that if they continue speaking, the teacher will continue correcting, and in order to avoid this reaction (the teachers one) they stop speaking. Pholsward (2001: @), in his investigation at the University of Thai Chamber of Commerce at the Faculty of Humanities in the language department of English, about students reaction to the error treatment, concluded that most students were quite relaxed and satisfied as they helped each other in a groups attempt to identify errors. In Pholswards research, the teachers would suggest answers in guidance to students and if the students were still not responsive, the teachers would identify errors and edit them, followed by detailed explanations. In brief, Ellis (1994: 490) affirms learners attitude towards error correction can also vary according to their characteristics, their cognitive and affective states and the nature of the treatment they receive. Apart from what was mentioned before, students reaction is complemented by non-verbal gestures, too. Students talk with gestures and their meanings are clear and specific for instance: waving goodbye. Other types of gesture, the gestures that express emotional states, reflect the mood and feeling of people. Pinazo (2001: @) expresses that these gestures show anxiety or tension of the moment such as pain, triumph and happiness. The attitudes that will be taken in consideration in this research project are: positive and negative, with its corresponding classification that were taken from the works of these authors: Rebel Gà ¼nther (2002: 49-51, 96-165), Louis Porcher (1989: 77-82), Ana Muà ±oz (2002: @), Olman Martà ­nez (2004: @) and Pinazo (2001: @): POSITIVE ATTITUDE NEGATIVE ATTITUDE Move the head from up to down in a moderate form Smiles Laughs Repetition of the correction Lips movement by saying thank you Soft tone of voice Quickly movement of the head in an affirmative form Hinge or attentive look Grin Smirk Sneer Snarl Rotating the eyes upward (eye rolling) Rude tone of voice Fig. 3.1 Common attitudes on error correction 3.1.3 Error Correction, Motivation and Communication in English Language Learning Motivation is as much an effect as a cause of learning. Ausubel (in Budden, 2004: @). Motivation is related to error correction in English language learning because the manner teacher corrects, is the way in which students are going to react to teachers correction. Students main goal is to participate in communication with other people. This learning goal is possible if teachers can keep students motivation for learning during oral practice activities. Terese (2005) explains that one natural and non-treating way of encouraging students to give feedback is by using a number of strategies like: clarification requests (What did you mean byà ¢Ã¢â€š ¬Ã‚ ¦?), requests for repetition (sorry, can you say that again?) and the use of questioning looks. This means that motivation is the force which determines if learners initiate, or not on a task, also how much energy they dedicate to it and how long they continue in it. Famous research carried out in the second half of the twentieth century by Gardner and Lambert (1999 in Harmer, 2001: 205) suggested that students who felt more warmly about a language, who wanted to integrate into the culture of its speakers were more motivated (and learnt successfully) than speakers who were only learning language as a means to an end (e.g. getting a better job). Harmer (1999: ibidem) says that real motivation comes from within each individual. Teachers are not responsible of their students motivation; they can only encourage students by using word and action, while teaching the foreign language. Motivation is the energy that catalyzes behavior. In psychology, motivation refers to the initiation, direction, intensity and persistence of behavior (Budden, 2004: @) Motivation is a temporal and dynamic state that should not be confused with personality or emotion. It is sometimes assumed by language teachers that if students make any kind of error when talking to a native speaker they are learning, but learners frequent attitude to this is to maintain a terrified silence upon meeting a native speaker (Norrish, 1990: ibidem). This is because students think that errors discredit them with the person they are talking to. On the other hand, certain errors may conduct to a breakdown in communication, while others to social reactions. For instance, one of the breakdowns in communication is inhibition (Norrish, 1990: ibidem). Students get inhibited because they fear making errors when communicating and being ridiculous in front of the teacher or native speakers. But also when staying in the classroom or talking with other students, they feel embarrassed when making errors, because they are afraid of being seen as dumb. Nunan and Lamb (1996, in Poppi 2001:@), mention an investigation on teacher behavior and student responses on occasion of which the following question was established: Do students attitude about the types of error treatment used by their teachers in the classroom during oral classroom tasks influence their motivation? They concluded that students do hold attitudes about different ways that teachers treat their errors, and also learners would like the teacher to improve raising their awareness by allowing opportunities to self-correct and to analyze the errors; the learners would like to be provided in a positive way with information and clarification, rather than: a) being exposed by non-verbal signs, b) providing feedback without explanations, c) asking the students to repeat the sentence and d) activating the right answer on the part of the student. Additionally, students would like to build up the belief that errors are to be considered as signs of progress of the learning process , rather than evidence of failure. Correcting errors disturbs the ongoing communication process (Truscott, 1998: @) but it is important to express that errors do not necessarily guide to a breakdown of communication, because sometimes correcting errors in students encourage them to continue participating in order to improve their speaking skill. In short, along this theoretical framework, I have mentioned all topics related to error correction that will be necessary to carry out this research project. For instance, I have mentioned that errors are considered to be incorrect, wrong or should not be done. In addition to this, I have described the different types of errors like error, mistake, lapse or slip as errors, this way was easy to identify what I was referring to in the investigation. I have talked about the sources of errors; but also, and something important is that, I have mentioned error correction and the types of error correction that teachers usually use when correcting students. When correcting errors, I said that we need to take into account who will treat errors and when to treat errors. CONCLUSION Being a teacher of a foreign language implies having certain skills, whether by nature, acquired outside teaching, or arising from university studies in education. They may also gain this knowledge with books concerning issues of education or by taking professional courses on the subject. In this case, the research presented, is primarily based on improving teaching skills of those teachers who didnt study a bachelors degree in English Teaching, by providing the teaching of various courses. Improving in various teachers fields was primarily important. But, understanding two main points that serve as departure is the start point: what does teaching mean? And what does being a teacher imply? Teachers must understand that a good class depends on many factors; although the material presented to teach the class is important, the teacher should take into account that leadership and management at the beginning, during and at the end of the class is essential, for the students to learn what is taught. It is of vital importance to know the likes and preferences of the students who we give classes to; this will serve as a key piece to encourage them, especially those who learning a foreign language are a rejection. Teachers should practice self-reflection on how to teach a foreign language, and have feedback from other teachers; this is of great help in order to implement different kinds of methodologies in the classroom, especially in error correction during the communication of the students to the teachers and among themselves. Doing the research on these topics, I noticed and reflected on the magnitude of being a teacher I understood that teaching is a great responsibility, because the way of teaching depends on the likes and disposition of the students to the learning of English language, due to the motivation transmitted by the teacher. This also includes the methodology used by the teacher to teach a class, as it influences how well students understand the topic. Another important point is the attitude that teachers have in front of groups when teaching. It must be enthusiastic and positive, factors to include in the education of a class presentation. Of all these factors that I explained above, I conclude that it is very significant to continue preparing ourselves and practice teaching training, in order to perk up foreign language education. Improving internally and externally all the factors in teachers such as: learning new teaching methodologies, be at the forefront of materials that can be used with the group, making use of different types of feedback from teachers, using different tools and techniques in teaching as well as self-reflection are some of the factors explained in this research. This paper concludes that teachers that do not have a bachelors degree in English Teaching should always look for continuous improvement in different ways in all areas, in all levels of language education towards the students. Taking into account all the factors set above, this research was done, in order to improve the level of education qualitatively, pedagogically and psychological practicability in the teachers practice of English teaching at the Liceo Josà © Vasconcelos, in Tuxtla Gutierrez, Chiapas.

Utilitarianism Essay -- criticisms of utilitarianism

This essay will present the key features of Utilitarianism and identify the problems of Utilitarianism to the extent to which they make Utilitarianism unacceptable. Jeremy Bentham founded Utilitarianism. He lived at a time of great change. With revolutions in France and America, demands were being made for human rights and greater democracy. Bentham worked on legal reform. Utilitarianism is associated with the principle of utility. Utility means the amount of satisfaction or pleasure that somebody gains from consuming a commodity, product, or service, i.e.; useful. The hedonic calculus, which is his system for measuring how good or bad a consequence is: At the time Bentham put forward the theory it was instrumental. It changed the way society was run and the way society now thinks for the better. It dramatically made changes to the poverty in Britain positively. Theories that are interested in the ends are known as teleological. Telos is Greek for the end. Therefore teleological means that the ends justify the means, utilitarianism follows this rule. Utilitarianism is the greatest goodness for the greatest number of people. The rightness of actions depends on their utility, and the utility is measured by the consequences, simply meaning the greatest good by moral actions. If the consequences are good, then the moral actions are not as relevant. A positive example is â€Å"Lucy wins the lottery. Instead of keeping it all to herself, Lucy decides to share it out with some of her friends, because she thinks it will make them happy.† Lucy is doing the greatest good for the greatest number of people and is doing it using goodness ... ...people’s common agreement about what is pleasure and what is pain. There are problems concerning what some people would consider pleasurable and what others would consider not pleasurable. Problems arise such as taste in music, hobbies and beliefs. In conclusion Utilitarianism has its political benefits, but is not clear enough with some aspects. It doesn’t show what is unacceptable in utilitarianism. Utilitarianism doesn’t have the flexibility of considering individual circumstances and moral values have no consideration in this theory. Utilitarianism is focused on quantity rather than quality. It seems rather a simple theory ‘the greatest good, for the greatest number of people’, however when you delve into the theory it becomes rather too complicated. For people to live by a theory it needs to be simple and clear.

So often people associate with others in terms of status and call them friends

A friend always believes in you even when you are going through tough times and your own sense of security and confidence has been torn apart. He is your best and worst critic and he shows you a path to a higher self by being there in times of crisis even when others have deserted you out of their selfish motives.Ivan sat alone in the playground feeling low. He had failed the exam and it was like a reality check that he had been evading since long. He did see it coming, but his evasive tendencies had stretched him too far this time. He sat there remembering how David had tried to warn him about the consequences and how he had ridiculed him in front of everyone.His life was falling apart because the ‘friends’ the associated with were busy partying and had no time for him now. Tears swelled up in his eyes as he sat there in the realization of his mistakes when he felt a hand on his shoulders. David stood there looking gently at him. While he expected an expression of right eousness, there was just a benevolent smile.David sat down and shared with him how he had gone through a similar phase earlier and so he had felt a sense of responsibility in guiding him. He shared with him his experience and Ivan could see the remedial actions he needed to take now. True, it was a setback but David made him see it was just a stepping stone to a better self and that this was not the end of the world. He began to feel better and could now recognise what it meant to be a friend to someone.A friend is not one who always hangs around with you as long as his own interests match with you but one who is there to guide you even when things are not going well with you.He may not be always present by your side and may not lead you to a false sense of security but instead he is the one who will stand by you and help be a better person, even if that means being critical of your actions when required.So often people associate with others in terms of status and call them friends. But they are the first one to turn their backs in times of crisis. A friend will stand by your side then and without being judgemental will guide you to a better self.

Lyrics to the Christmas Carol Gloria in Excelsis Deo

Lyrics to the Christmas Carol Gloria in Excelsis Deo The refrain of the French Carol translated into English as Angels We Have Heard on High is in Latin as Gloria in Excelsis Deo. Below is one version of the English version of the carol from the same source. The translation from French to English is by Bishop James Chadwick (1813-1882). Review the translations in English and French and learn about the songs history as well as its place in pop culture as we know it today. History of the Music The Christmas carol Angels We Have Heard on High was originally written by James Chadwick but played to music from the song Les Anges Dans Nos Campagnes. The French carol translates as The Angels in our Countryside and was originally created in Languedoc, France despite not knowing who the original composer was. The song meaning is about Jesus Christ as a newborn child and the many angels singing and praising his birth. In Pop Culture Dozens of popular artists have covered the song, from independent singer-songwriters such as Josh Groban, Brian McKnight, Andrea Bocelli, and Christina Aguilera. Groups of musicians and bands such as The Piano Guys, Bad Religion, Bayside, and Glee have also created notable versions of the famous carol.  Translations to the song may also be found in Scottish Gaelic, Portuguese, German, Spanish, and Mandarin Chinese amongst others. The English Translation (Angels We Have Heard on High) Angels we have heard on highSweetly singing oer the plains,And the mountains in replyEchoing their joyous strains.RefrainGloria, in excelsis Deo!Gloria, in excelsis Deo! Shepherds, why this jubilee?Why your joyous strains prolong?What the gladsome tidings beWhich inspire your heavenly song? Refrain Come to Bethlehem and seeHim whose birth the angels sing;Come, adore on bended knee,Christ the Lord, the newborn King. Refrain See Him in a manger laid,Whom the choirs of angels praise;Mary, Joseph, lend your aid,While our hearts in love we raise. Refrain The French Version (Les Anges Dans Nos Campagnes) Les anges dans nos campagnesOnt entonnà © lhymne des cieux;Et là ©cho de nos montagnesRedit ce chant mà ©lodieux.Gloria, in excelsis Deo,Gloria, in excelsis Deo. Bergers, pour qui cette fà ªte?Quel est lobjet de tous ces chants?Quel vainqueur, quelle conquà ªteMà ©rite ces cris triomphants?Gloria, in excelsis Deo,Gloria, in excelsis Deo. Ils annoncent la naissanceDu libà ©rateur dIsraà «l,Et pleins de reconnaissanceChantent en ce jour solennel.Gloria, in excelsis Deo,Gloria, in excelsis Deo. Bergers, loin de vos retraitesUnissez-vous leurs concertsEt que vos tendres musettesFassent retentir dans les airs:Gloria, in excelsis Deo,Gloria, in excelsis Deo. Cherchons tous lheureux villageQui la vu naà ®tre sous ses toits,Offrons-lui le tendre hommageEt de nos coeurs et de nos voix!Gloria, in excelsis Deo,Gloria, in excelsis Deo.

Comparing El Grecos St. Francis Venerating the Crucifix to El Grecos St. John the Baptist

Comparing El Grecos St. Francis Venerating the Crucifix to El Grecos St. John the Baptist Free Online Research Papers Comparing El Grecos St. Francis Venerating the Crucifix to El Grecos St. John the Baptist In both of his works of art, El Greco is working within a same format, a vertical rectangle. There is a difference in the scaling though. St. Francis Venerating the Crucifix is about four by eight feet in size, whereas St. John the Baptist is only about two and a half by four feet in size. Both pieces use oil on canvas as the medium. The compositions are alike not only because they are done by the same artist, but also in the same time period. In both of the paintings El Greco prefers the triangular and rectangular shapes to any other ones (the only round forms that he uses are the shapes of the Saints’ faces), and the triangular forms are dominant over the rectangular ones. In Saint Francis Venerating the Crucifix, the big slab of rock in the background forms a triangle in an upper right corner (from the viewer’s perspective,) The kneeling position of St. Francis and his cape form a right triangle, so does the crucifix leaning against the skull. The Christ’s body on the crucifix forms a number of triangles-first is formed by his legs being bent at the knees; second is formed by his body and a right arm, and yet another one is formed by his body and his left arm. The sides of the rock in front of which St. Francis is kneeling form rectangles, and the top of it, which is being used as a table, forms a triangle. Two triangles are also being formed by St. Francis’s hands being crossed on his chest. In St. John the Baptist the overall shape of St. John’s body is a vertical rectangle, but each one of his hands create a triangle with his body on each side. The top rock to the left of St. John (viewer’s perspective) also forms a triangle, and the rock directly below it forms a rectangle. The triangles are also formed by an overall arrangement of the clouds at the both sides of St. John. The top area and the sides where the sheep are placed form rectangles. The overall shape of the sheep itself forms another two triangles. In St. Francis Venerating the Crucifix, the neutral colors are heavily dominant over hues. There are almost no hues at all, except for the dark-yellowish color of his skull, which El Greco deliberately makes low in value so as to match the surroundings, and some very little blue of the small piece of the sky which is shown in an upper right corner. Overall, the picture is low in both intensity and value, with the main colors being gray (St. Francis’s robe), brown and dark brown (the surrounding rocks), and some black (shaded part of the rocks). The face of St. Francis and the Christ on the crucifix create a strong contrast in value with the rest of the objects shown in the picture. They are in comparison are much higher in value because they are the only objects in the picture upon which the light from the sky falls from the top corner. In St. John the Baptist, the artist uses a lot more hues. They are: blue (the sky in the background), green (the grassland behind St. John), and indigo/violet (the mountain in the background). The neutrals are only the brownish color of the earth upon which St. John is standing, gray rocks, and gray sheep. Overall, the colors in the picture, being high in value much higher in value in comparison to St. Francis, work together to create a much warmer look as opposed to the grim neutrals of St. Francis. Both pictures are low in intensity. The lighting used in both pictures is very different. In St. Francis Venerating the Crucifix, the light comes only from the top right corner, and falls only on St. Francis’s face and the crucifix, whereas in St. John the Baptist the light is diffused. There is no strong contrast between light and shadow in either picture, but it is much more obvious in St. Francis because his face being illuminated creates somewhat of a contrast with the shaded areas. In both works, the texture is the same. The actual texture, being old in age and being oil on canvas, is somewhat rough, although it looks smooth from a distance. The visual texture created by both works is also smooth. I chose to compare these two pieces for a fairly simple reason; faith in the Lord. In St. Francis Venerating the Cross, I noticed that on the bottom right corner there is a page from the Bible ripped out and looks like blood stains are on it. That stood out the most for me because the Bible is a sacred book and letter from God. Blood stains are not very positive and having the page on the ground is symbolic of evil. We are to have God on the most high and not let Him ever feel lesser than the greatest and most almighty. In St. John the Baptist, I noticed that he is very tall and the only light that is really showing is right over the city. St. John’s size is a symbol that he is one of God’s followers. Also, another point is that he is trying to show that Jesus loves everyone no matter who or what you are. The light shows that the Lord is looking out for His children that reside in that area. Overall, these two pieces are very admirable and show a faith in the Lord that is unconditional; just like His love for us. Research Papers on Comparing El Greco's St. Francis Venerating the Crucifix to El Greco's St. John the BaptistThe Hockey GameHip-Hop is ArtWhere Wild and West MeetThe Masque of the Red Death Room meaningsMarketing of Lifeboy Soap A Unilever ProductThe Spring and AutumnThe Project Managment Office System19 Century Society: A Deeply Divided EraBringing Democracy to AfricaMind Travel

Nike Should Achieve Competition Advantage and Re-position Itself Essay - 1

Nike Should Achieve Competition Advantage and Re-position Itself - Essay Example In order to differentiÐ °te, Ð °ccording to distinct pÐ °tterns of strÐ °tegic behÐ °vior, Nike enters Ð ° new mÐ °rket, the footbÐ °ll teÐ °m kit. By focusing differentiÐ °tion on a product, businesses could commÐ °nd premium prices for their products. Products represented top-of-the-line offerings in the industry. In this mÐ °rket, a degree of differentiÐ °tion is not lÐ °rge. Nike entrees Ð ° mÐ °rket where competitors cÐ °n differentiÐ °te their products Ð °nd thÐ °t is why hÐ °ve less rivÐ °lry. RivÐ °lry is reduced where customers hÐ °ve high switching costs - i.e. there is Ð ° significÐ °nt cost Ð °ssociÐ °ted with the decision to receive products from Ð °n Ð °lternÐ °tive competitor. Nike proposes to its customer's competitive prices Ð °nd ensures customer sÐ °tisfÐ °ction. Nike’s mÐ °in competitor (DÐ °niels et Ð °l 2006), Ð didÐ °s, follows the strÐ °tegy which hÐ °s Ð ° greÐ °t impÐ °ct on the competition. The Ð °nÐ °ly sis suggests thÐ °t Ð °ny superior mÐ °tch between compÐ °ny competencies Ð °nd customers needs permits the firm to out ¬perform competitors. In generÐ °l, Nike bÐ °ses its competitive strÐ °tegy on overÐ °ll leÐ °dership Ð °nd differentiÐ °tion constructing the most efficient fÐ °cilities (in terms of scÐ °le or technology) Ð °nd obtÐ °ins the lÐ °rgest shÐ °re of mÐ °rket. These Ð °dvÐ °ntÐ °ges, in turn, give them Ð ° substÐ °ntiÐ °l leÐ °d in terms of experience with building the service. Experience then leÐ °ds to more refine ¬ments of the entire process of production, delivery, Ð °nd service, which leÐ °ds to fur ¬ther cost reductions. Nike hÐ °s Ð ° mÐ °rketÐ °ble portfolio which ensures its leÐ °dership position on the mÐ °rket. The study reveÐ °led thÐ °t Nike does not pursue low-cost strÐ °tegies. Within these globÐ °l competitive environments, Nike overwhelmingly emphÐ °sizes differentiÐ °tion strÐ °tegies, where competitive positioning is predominÐ °ntly bÐ °sed on quÐ °lity offerings Ð °nd brÐ °nd imÐ °ge. QuÐ °lity is Ð °lmost universÐ °lly stressed Ð °s Ð ° necessÐ °ry determinÐ °nt of competitiveness. Ð nother theme evident in the findings is the importÐ °nce strÐ °tegy-industry fit plÐ °ys in determining business unit performÐ °nce. Here it is recognized thÐ °t perceptions of industry pressures mÐ °y be more importÐ °nt thÐ °n the Ð °ctuÐ °l pressures in determining strÐ °tegies Ð °nd hence performÐ °nce.

Written Assignment 2 Example | Topics and Well Written Essays - 250 words - 1

Written 2 - Assignment Example The genres where Memphis played were country music and blues, although she is widely known for her blues. She plays the guitar, banjo and drums. She learnt to play the guitar at 11 and banjo at 10 years. She also played the electric guitar. In interviews Minnie discussed how men would look down upon her.Her producers said that she was so rough she never took any nonsense from men and would beat them up (Garon, 313). Minnie herself said on a radio show that in some magazines she was described to play the guitar like man (Garon, 314). She did not want that because she knew women were good and should not be compared to men. On the other hand, Minnie says that her career as a woman in a male dominated area has been a good force to girls and women worldwide. She is a role model and a symbol of womens liberation and this has led to many females rising up to the occasion. This has affected her career positively in that she is a celebrity and quite respected for her contributions to the