Common Application Essay Option 5 Tipsâ€Personal Growth

For the 2019-20 admissions cycle, the fifth essay option on the Common Application  focuses  on personal growth: Discuss an accomplishment,  event, or realization that sparked a period of personal growth and a new understanding of yourself or others. We all have all had experiences that bring about growth and maturity, so essay option five will be a viable choice for all applicants. The big challenges  with this essay prompt will be identifying the correct accomplishment, event, or realization and then making sure the discussion of your growth has enough depth and self-analysis to show that you are a strong and  thoughtful college applicant. The tips below can help guide you as you tackle essay option five: What Defines a Period of Personal Growth? The heart of this essay prompt is the idea of personal growth. Its a remarkably broad concept, and as a result this essay prompt gives you the freedom to talk about almost anything meaningful that has ever happened to you. Your job with this essay prompt is to identify a moment that is meaningful and that provides the admissions folks with a window into your interests and personality. As you work to define an appropriate period of personal growth, reflect on the last several years of your life. You shouldnt go back more than a few years since the admissions folks are trying to learn about who you are now and how you process and grow from the experiences in your life. A story from your early childhood wont accomplish this goal as well as a more recent event. As you reflect, try to identify moments that made you rethink your assumptions and worldview. Identify an event that has made you a more mature person who is now better prepared for the responsibilities and independence of college. These are the moments that can lead to an effective essay. What Type of Accomplishment, Event, or Realization Is Best? As you brainstorm ideas for this essay prompt, think broadly as you try to come up with a good choice for the accomplishment, event, or realization. The best choices, of course, will be significant moments in your life. You want to introduce the admissions folks to something you value highly. Also keep in mind that these three words—accomplishment, event, realization—are interconnected. Both accomplishments and realizations stem from something that happened in your life; in other words, without some kind of event, youre unlikely to accomplish something meaningful or have a realization that leads to personal growth.   We can still break down the three terms as we explore options for the essay, but keep in mind that your options include, but are not limited to: An accomplishment:You reach a goal that you have set for yourself such as earning a certain GPA or performing a difficult piece of music.You do something independently for the first time such as preparing a meal for the family, flying across the country, or house-sitting for a neighbor.You overcome or learn to appreciate a disability or handicap.Working alone or with a team, you win an award or recognition (a gold medal in a music competition, a strong showing in Odyssey of the Mind, a successful fundraising campaign, etc.)You successfully launch your own business (a lawn-mowing service, babysitting business, web company, etc.)You successfully navigate or extricate yourself from a dangerous or challenging situation (an abusive family, a problematic peer group, etc.)You do something challenging like winter camping, white-water kayaking, or running a marathon.You complete a meaningful service project such as creating a public garden or helping build a house with Habitat for Humanity.An event:You pass a milestone in your life such as the first day of high school or your first time driving by yourself.You have an interaction with someone (whether that be a friend, family member or stranger) that opens your awareness in a profound way.You perform at an event such as a concert or competition in which your hard work and perseverance finally pay off.You experience a traumatic event such as an accident or sudden loss that makes you reevaluate your behavior or beliefs.You experience a moment of failure (much like option #2) that causes you to grapple with and grow from the experience.You are moved by a world event that makes you reflect upon what you most value and what your role in the world might be.A realization (most likely connected to an accomplishment and/or event):You realize that you can accomplish something you hadnt thought possible.You realize your limitations.You realize that failure is as valuable as success.You realize that your understanding of people who are different than you had been limited or faulty.You experience something that makes you realize that you need to redefine your priorities.You realize that relying on the help of others isnt a failure.You come to understand how much a parent or mentor has to teach you. Personal Growth Can Stem From Failure Keep in mind that the accomplishment,  event, or realization doesnt have to be a triumphant moment in your life. An accomplishment can be learning to deal with setbacks or failure, and the event could be a losing game or an embarrassing solo in which you missed that high C. Part of maturing is learning to accept our own shortcomings, and recognizing that failure is both inevitable and an opportunity to learn. Most Important of All: Discuss When you discuss your event or accomplishment, make sure you push yourself to think analytically. Dont spend too much time merely describing and summarizing the event or accomplishment. A strong essay needs to show off your ability to explore the significance of the event you have chosen. You need to look inward and analyze how and why the event caused you to grow and mature. When the prompt mentions a new understanding, it is telling you that this is an exercise in self-reflection. If the essay doesnt reveal some solid self-analysis, then you havent fully succeeded in responding to the prompt. A Final Note for Common Application Option #5 Try to step back from your essay and ask yourself exactly what information it conveys to your reader. What will your reader learn about you? Does the essay succeed in revealing something that you care about deeply? Does it get at a central aspect of your personality? Remember, the application is asking for an essay because the college has holistic admissions—the school is evaluating you as a whole person, not as a bunch of test scores and grades. They essay, then, needs to paint a portrait of an applicant the school will want to invite to join the campus community. In your essay, do you come across as an intelligent, thoughtful person who will contribute to the community in a meaningful and positive way? No matter which essay prompt you choose, pay attention to style, tone, and mechanics. The essay is first and foremost about you, but it also needs to demonstrate a strong writing ability. These 5 tips for a winning essay can also help guide you. Finally, realize that many topics fit under multiple options on the Common Application. For example, option #3 asks about questioning or challenging a belief or idea. This can certainly connect with the idea of a realization in option #5. Also, option #2 on encountering obstacles could also overlap with some of the possibilities for option #5. Dont worry too much about which option is best if your topic fits in multiple places. Most important is that you write an effective and engaging essay. Be sure to check out this article for tips and samples for each of the Common Application essay options.

The Sarbanes Oxley Act Of 2002 - 2042 Words

Introduction The Sarbanes-Oxley Act of 2002 (SOX) was enacted on July 30, 2002 as a result of a series of corporate fraud scandals that shook the world and devastated investor confidence. Expand History of the Act The Sarbanes-Oxley Act was enacted primarily to address a multitude of corporate scandals. The largest and most infamous scandal was from an energy company named Enron. Enron was the 7th largest company in 2001 and by the end of 2002 it was bankrupt. The company was found to be falsifying the books in order to appear to generate profit. The company fabricated partnerships with multiple non-existent companies to hide their losses and generate fictitious revenue. Enron, however, could not keep the faà §ade from the public eyes.†¦show more content†¦The agencies not only discovered the complex web of fictitious partnerships that hid Enron’s massive debt but also that the company’s external accounting firm, Arthur Anderson, was creating materially false and misleading audit reports. . The true nature of Enron’s massive financial losses was shown to the public and the stock price plunged, causing investors to lose billions of dollars. Enro n, however, was just the first and largest scandal to become public. Numerous companies including Tyco, WorldCom, and Kmart were found to have inflated earnings (Martin Combs, 2010, 103). Investors had been manipulated to invest into companies that followed unethical business practice thereby shattering future investor confidence. The widespread losses and blatant disregard for the public prompted politician to step in and enact the Sarbanes-Oxley Act in June of 2002 to help address this market failure. â€Å"In the domain of economics and public policy, Enron represents a market failure under the theory of information asymmetry† in a free market (Jasso, 2009, 4). The government was forced to create mandatory regulations to help prevent future fraud because the market, under its own free will, failed to promote a healthy and competitive market. The act’s purpose has three specific principal objectives to address. The first objective was to create corporate

A Study Of Virginia Woolf free essay sample

# 8217 ; s Life Reflection In Her Work Essay, Research Paper Patton 1 Josh Patton Mrs. Theresa R. Coco College Prep English 12 8 March, 2000 # 8220 ; Virginia Woolf # 8211 ; A Life of Struggle and Affliction # 8221 ; The literary critic Queenie Leavis, who had been born into the British lower center category and reared three kids while composing and redacting and learning, thought Virginia Woolf a absurd representative of existent adult females # 8217 ; s lives: # 8220 ; There is no ground to say Mrs. Woolf would cognize which terminal of the cradle to stir. # 8221 ; Yet no 1 was more cognizant of the monetary value of unworldliness than Virginia Woolf. Her inventive ocean trips into the waveringly lit deepnesss of # 8220 ; Mrs. Dalloway # 8221 ; and # 8220 ; To the Lighthouse # 8221 ; were partially owed to a freedom from the actual day-to-day demand of sailing out # 8211 ; to the store or the office or even the babys room. Her hubby, Leonard Woolf, believed that without the assistance of her heritage his married woman would likely non hold written a novel at all. For money guaranteed non merely clip but rational autonomy. # 8220 ; I # 8217 ; m the lone adult female in England free to compose what I like, # 8221 ; she exulted in her journal in 1925, after the publication of # 8220 ; Mrs. Dalloway # 8221 ; by the Hogarth Press, which she and Leonard had set up to liberate her from the demands of publishing houses and editors. What she liked to compose turned out to be, of class, books that gave voice to much that had gone unheard in the old history of composing things down: the dartings and weavings of the human head in the fleet amplifications of thought itself ( Malcomi, 4 ) . # 8220 ; Mrs. Dalloway # 8221 ; is a delicate testimonial to the complexnesss of societal interaction on a individual twenty-four hours in London in 1923, stoping with a shallow society hostess # 8217 ; s glistening party ; it is besides one of the Patton 2 written about the effects of World War I. Virginia Woolf was non without political relations or fierce worldly concerns ( 4-5 ) . The journals and letters crossing both universe wars are filled with bulletins statements, panics of distant ground forcess and next-door bombs and the precariousness of the full civilisation of which she knew herself to be a late, likely excessively keen bloom. Her art is less direct. In her novels the resonance of great events sounds from deep within single lives. More than any other author, Woolf has shown us how the most faraway calamities become a portion of the manner we think about our day-to-day outlooks, our friends, the colourss of a park, the conditions, the possibility of traveling on or the determination non to. The old image of Virginia Woolf the prig has mostly given manner to assorted loftier word pictures: Virginia Woolf the literary priestess, or the Queen of ever-titillating Bloomsbury, or # 8211 ; most influentially # 8211 ; the critical womens rightist whose needed # 8220 ; room of her ain # 8221 ; came to look the really workshop in which such books as # 8220 ; The Second Sex # 8221 ; and # 8220 ; The Feminine Mystique # 8221 ; were subsequently produced ( Reinhart, 27 ) . Recently, nevertheless, Woolf has been granted a excessively modern female pantheon: the victim. The ascertained molestations of her childhood, the turns of lunacy that led to her self-destruction, seem now to commend instead than to measure up her right to speak for adult females. But Woolf # 8217 ; s personal illustration is in the strength and the steady professionalism that kept her invariably at work # 8211 ; the overambitious failures as sweated over as the words victory. For all her breakability as a adult female, she was a author of elephantine appetency, and she knew full good how much she intended to envelop in her all right but colossal, distributing, unbreakable webs. # 8220 ; Happier today than I was yesterday, # 8221 ; she wrote in her journal in January 1920, # 8220 ; holding this afternoon arrived at some thought of new signifier for a new novel ( Reinhart, 36 ) . Suppose one thing of another # 8230 ; merely non for 10 pages but for 200 or so # 8211 ; doesn # 8217 ; t that give the diarrhea and Patton 3 elation I want ; doesn # 8217 ; t that get closer and yet maintain signifier and velocity, and enclose everything, everything? # 8221 ; She non merely said that she was depressed, but that she was traveling # 8216 ; mad # 8217 ; once more, and get downing to hear voices. She could non concentrate, and believed she could non read or compose. She was hopeless and self-critical, and to the terminal maintained that her self-destruction was justified and that she would non recover. Her self-destruction was planned and determined, and despite a possible failed effort a hebdomad earlier can non be seen as an unprompted gesture that went incorrectly. When she wrote at the terminal of her life that she was traveling huffy # 8216 ; once more # 8217 ; , she spoke the truth and from drawn-out experience. She had her foremost breakdown at the age of 13, and others when she was 22, 28, and 30. From 1913 to 1915, from the age of thirty-one to 33, she was badly so frequently and for so long that lasting insanity was feared ( Malcomi, 12 ) . These onslaughts were severe, necessitating medical intervention and bed remainder. During the remainder of her life she had wilder temper swings. All this, particularly the drawn-out unwellnesss of 1913/14 and 1915, is good documented ; in peculiar, typical stages of passion and depression are described in textbook-like item. When elated, her hubby describes her ceaseless speaking, the content going progressively incoherent as she worsens in the following twenty-four hours or two, until, acutely frenzied, there is merely a # 8216 ; mere clutter of dissociated words. # 8217 ; Equally convincingly he describes her idea processes when down: she believes that she is non ill, that her status is her ain mistake, and is unable to accept reassurance or to be argued out of her beliefs. The symptoms of elation and depression are convincingly described, and their badness made clear. Over the old ages we can follow the phasic nature of her unwellness, with irregular onslaughts runing from the mild and doubtful to the terrible and drawn-out. This is a convincing life history of frenzied depressive psychosis, climaxing in self-destruction at Patton 4 the age of 59, and including a self-destructive effort in her mid-thirtiess which was about successful. Because no specific interventions were available during her life the unwellness can be observed running its natural class ; such terrible and drawn-out onslaughts would be rare today. Her medical history otherwise can be followed in item in her journals. She had much minor ill-health between 1915 and her decease in 1941. Some of this is attributable to mild temper swings, either up or down, possibly overzealously managed by her hubby and physicians with bed rest and curtailment of her societal life. She suffered from frequent lengthy and disabling concerns, migrainous in character, accompanied by depressive symptoms and by palpitations ( Malcomi, 10 ) . Flu- like unwellnesss and dysmenorrhoea are frequent. The physicians who attended her and her household were the most distinguished of the clip, particularly the head-shrinkers, but despite their distinction had no effectual intervention to offer at the clip, and seem prejudiced and unhelpful to modern eyes, although their text editions show they were able to do an accurate diagnosing. There is an impressive household history of affectional unwellness. Her brother Thoby died immature but was an emotionally disturbed kid. Her sister Vanessa had an episode of depression in her mid-thirtiess after a abortion. The onslaught lasted some two old ages, and was regarded by the household as similar to Virginia # 8217 ; s depressions. Her brother Adrian besides suffered from episodes of jitteriness and depression. Her male parent was a glooming pessimistic adult male who had two mild onslaughts of depression. His male parent # 8211 ; her gramps # 8211 ; had three serious depressions which affected his calling. Her first cousin on her male parent # 8217 ; s side developed terrible passion in his mid-twentiess and died within a few old ages in an refuge ( 13-14 ) . For coevalss her household history is filled with glooming work forces and flake Patton 5 household was besides really originative, non merely in literature. Her male parent founded and wrote much of the Dictionary of National Biography. Many of her relations were friends of Thomas Carlyle: see Virginia Woolf and Thomas Carlyle. Virginia resembled her male parent in many ways, and had a lose but ambivalent relationship with him. Her siblings were originative in other ways. Her sister was a painter, and her brother one of the first English psychoanalysts. Her personality was a mixture of shyness and exuberance. She was remembered by friends non as a gloomy down individual but as a superb conversationist, express joying, joking, gossipmongering, and frequently indulging in malicious flights of phantasy at the disbursal of her friends. She was loved by kids, given to interrogating others in her hunt for stuff, and frequently ill-mannered and clannish. She was awkward out of her societal category, and had an uneven flake visual aspect which made people stare at her in the street ( Reinhart, 26-27 ) . As a kid she was sexually abused, but the is hard to set up. At worst she may hold been sexually harassed and abused from the age of 12 to 21 by her half-brother George Duckworth, 16 old ages her senior, and sexually explored as early as six by her other half-brother. It is likely that her sisters and half sister were besides sexually abused. In ulterior life, likely as a consequence, she was sexually cold in her matrimony. She had several homosexual flirtings in big life, some intense, but likely non affecting physical dealingss. It is improbable that the sexual maltreatment and her manic-depressive unwellness are related. However alluring it may be to associate the two, it must be more likely that, whatever her upbringing, her household history and familial makeups were the finding factors in her temper swings instead than her unhappy childhood. More relevant in her childhood experience is the long history of mournings that punctuated her adolescence and precipitated her first depressions. Early losingss are known to be related to adult depression. Her life and illness agreements with recent work on Patton? Rienhart, Ruth. # 8220 ; Virginia Woolf # 8211 ; Rediscovered. # 8221 ; The New York Times. 12 May 1991, late erectile dysfunction. : C1. 12 May 1991. hypertext transfer protocol: //www.times.com Malcomi, Richard. # 8220 ; Virginia Woolf # 8217 ; s Psychiatric History: Drumhead and Site Guide. # 8221 ; Compuserve Modern Feminist Literature Guide. ( 1999 ) 24 Aug. 1999. hypertext transfer protocol: //ourworld.compuserve.com/homepage/malcolmi/woolf-psych/sum.htm Rienhart, Ruth. # 8220 ; Virginia Woolf # 8211 ; Rediscovered. # 8221 ; The New York Times. 12 May 1991, late erectile dysfunction. : C1. 12 May 1991. hypertext transfer protocol: //www.times.com Malcomi, Richard. # 8220 ; Virginia Woolf # 8217 ; s Psychiatric History: Drumhead and Site Guide. # 8221 ; Compuserve Modern Feminist Literature Guide. ( 1999 ) 24 Aug. 1999. hypertext transfer protocol: //ourworld.compuserve.com/homepage/malcolmi/woolf-psych/sum.htm Rienhart, Ruth. # 8220 ; Virginia Woolf # 8211 ; Rediscovered. # 8221 ; The New York Times. 12 May 1991, late erectile dysfunction. : C1. 12 May 1991. hypertext transfer protocol: //www.times.com Malcomi, Richard. # 8220 ; Virginia Woolf # 8217 ; s Psychiatric History: Drumhead and Site Guide. # 8221 ; Compuserve Modern Feminist Literature Guide. ( 1999 ) 24 Aug. 1999. hypertext transfer protocol: //ourworld.compuserve.com/homepage/malcolmi/woolf-psych/sum.htm

Theory of Contracts with Limited Enforcement †MyAssignmenthelp

Question: Discuss about the Theory of Contracts with Limited Enforcement. Answer: Introduction: The issue of this scenario is that whether Emma will be liable for the damage caused to Richard. The issue of this scenario is that whether Richard will be liable to pay 10% extra rent each year to George. The issue of this scenario is that whether Tom will be liable to buy the car from Richard as he had promised. The issue of this scenario is that whether Richard will be liable to for breaching the agreement, which was made with Martin. According to the Law of Torts, negligence refers to a situation where an individual fails to take care over something. Negligence is a tort that is treated as a breach of legal duty to take care of which, it results in damage that is undesired by the defendant to the plaintiff. As observed in the case study of Donoghue v Stevenson, it was established that an individual owe a duty of care to people who are to get affected closely by the actions of that individual (Burke, 2016). Four essentials of negligence, which includes duty to take care, breach of duty, cause of the damage and harm (Ryan, Callaghan Large, 2015). According to law, a promise or agreement is formed under the Contract Act, an agreement is made between two parties when there is an involvement of promise. An agreement is said to be revoked or breached when one party backs out or denies with the elements of the agreement. As per the Contract Act, there can also be a stance of misrepresentation when one person fails to understand the other in a certain case as observed in the case of Paye v Cave. The agreement was based on a promise made between two individuals (Hunter, 2017). However, it was not a contract since there was no offer and acceptance in the promise. As per the Law of Contract, an offer and acceptance are the basic foundations of the formation of a contract. One party makes the offer and the other person accepts based on a consideration, contract is formed. Without the involvement of offer and acceptance, a contract will be considered to be invalid. Consideration and capacity are the two most significant essentials of a contract. This has been observed and analyzed in the matter of Gibson v Manchester City Council. An offer should be unambiguous and clear of the terms upon which the offeror is willing to form the contract and the person to whom the offer is directed to decide to accept (McKendrick, 2014). According to Contract of Law, an agreement or a valid contract is formed based on the offer and acceptance, free consent, legal relationship, lawful objects, lawful consideration, certainty and registration. Therefore, while the contract or agreement is created, these essentials should be present as without these an agreement or a contract will be considered to be invalid. The offer must be stated in clear terms so that the other person can comprehend it (Martimort, Semenov Stole, 2017). Therefore, without the requisites elements, a contract cannot be constituted as observed in the case of Clifton v Palumbo. The scenario in the given case study states that Emma, being negligent provided the wrong brochure and information to Richard on buying shock absorber for off-road driving. Due to the wrong information the jeep of Richard had crashed down by causing a damage of worth $2000 to his body. Emma had conveyed Richard the information over the phone and was looking at the wrong page of the brochure. Therefore, due to negligence of breach of duty to care, Emma will be liable to pay for the damages caused to Richard (Gordon MacKay, 2018). In this scenario, the case study states that George was the leased a premises to Richard for his business for $5000 per month since 2016. The lease made between the parties claimed that the rent will be paid every six months and by every year it will increase by 10%. Richard failed to do so and requested George if he could pay him back later. George agreed but later asked for the extra additional amount of 10% the original rent amount (Solinger et al., 2016). However, there was an agreement of lease between them Richard and George and if Richard fails to pay the amount there would be a breach of contract. In this scenario, Law of Contract can be applied as a contract was formed between Tom and Richard. Tom wanted to purchase a car from Richard and therefore he that was finally agreed and accepted by Richard made an offer. Both of them agreed on the terms and conditions and proceeded with the contract. Thereafter, when Richard arrived with the car and for the money on the decided date, Tom refused to take it. It can be observed that Tom had breached a valid contract and will be liable. In this given case scenario, the study states that Law of Contracts will be applicable as an agreement or contract was formed between Richard and Martin. Role of consideration existed as well which was money and the car. Martin was a well wisher and looked after the car of Richard. He took his permission for borrowing it over a price of $50 per day but was granted for free as he had looked after the car before. Thereafter, when the original day arrives of Martin taking the car, he found out that Richard had already hired it to a customer. Therefore, there was a breach of contract in this scenario. It can be concluded by stating that Emma will be liable for committing negligence due to which Richard had a massive damage and loss. In this scenario, the conclusion states that Richard will be liable to pay the extra amount as it was agreed upon in the lease. It can be concluded saying that Tom will be liable to pay for the damages to Richard as he had breached the contract.Lastly, it can be stated that Richard backed out from the contract and hence will be liable although there was no form of consideration. References: Burke, A. (2016). Risk: Duty of care to prospective beneficiary under a will?: Bedenach v Calvert.LSJ: Law Society of NSW Journal, (27), 74. Gordon, A., MacKay, K. (2018). The element of wrongfulness.Without Prejudice,18(1), 32-33. Hunter, H. (2017). Modern Law of Contracts. Markovits, D. (2015). Theories of the Common Law of Contracts. Martimort, D., Semenov, A., Stole, L. (2017). A theory of contracts with limited enforcement.The Review of Economic Studies,84(2), 816-852. McKendrick, E. (2014).Contract law: text, cases, and materials. Oxford University Press (UK). Ryan, C. J., Callaghan, S., Large, M. (2015). The importance of least restrictive care: the clinical implications of a recent High Court decision on negligence.Australasian Psychiatry,23(4), 415-417. Solinger, O. N., Hofmans, J., Bal, P. M., Jansen, P. G. (2016). Bouncing back from psychological contract breach: How commitment recovers over time.Journal of Organizational Behavior,37(4), 494-514.

Public policy on corruption

How to Teach the SAT Best Tips for Tutors and Parents

How to Teach the SAT Best Tips for Tutors and Parents SAT / ACT Prep Online Guides and Tips When I started workingas a professional tutor, I was fresh out of college with few qualifications other than high test scores and some volunteer experience. I struggled with tutoring my first few students - I didn’t feel comfortable giving them assignments and I struggled to figure out how best to use our lesson time. But after years of tutoring, I became thoroughlyfamiliar with the ins and outs of the whole process. I've drawn on my hard-earned knowledge to createthis guide laying out the key steps to helping someone excel at the SATso that you know where to start when tutoring your own student or child. A big part of being a great tutor is being properly prepared - these seven steps will set you on the right path to raising your student's score: Determine the challenges you'll face Learn about the test Set a score goal Gather materials Make a study plan Teach the big picture Analyze weaknesses Bonus: Looking for the very best guides to every SAT section? Check out our top guides for every single section of the SAT. Choose the score level you're aiming for: 800 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring a 600 or above on a section, and you want to get the highest SAT score possible. 600 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring below a 600 on a section, and you want to boost your score to at least a 600 level. These are the very best guides available on boosting your SAT score, section by section. They're written by Harvard grads and perfect SAT scorers. Don't disappoint yourself - read these guides and improve your score today. Step 1: Identify Challenges Before you get started with astudent you need to make sure you're genuinely going to be able to help your student and determineif there will beany special challenges you'll face. Make Sure You're Qualified Don’t assume that because you’re older than your student, you automatically know more about the test than she does. You probably took the SAT at least five years ago, while she took it a few months ago. If you want to be an effective tutor, you'll have to take the time to really understand the SAT (see the next stepfor more on how to do so). Think of it this way: you won’t be able to explain why an answer is wrong to your student if you don’t understand it yourself. Worse, you won’t be able to figure out why your student is missing the question in the first place. A good rule of thumb is that you should be scoring at least 4 points higher than your student. If she's already high-scoring you’ll want to be at or near perfect. Motivating Your Student One of the biggest challenges of tutoring is convincing your student to put in the work needed to improve. The single biggest key to raising standardized test scores is practice. Part of your job is convincing your student toput in the work to raiseher score. If your student is strugglingto motivate, try discussingthe tangible benefits of a higher SAT score withher. Motivating your student can be especially challenging if you’re working with a family member or friend. This kind of tutoring generally works best when the student is still quite young or is independently motivated and simply coming to you for extra help. Step 2: Study the Test As I mentioned above, in order to be a helpful tutor, you have to know the material you're tutoring: that means learning as much as you can about the SAT. Learnthe Format Though it may not seem important, you should start by making sure that you understand the basics of the SAT: how long it is, how many questions it has, and what the different sections are. Keep in mind that the SAT has changed quite a bit over the past decade, so even if you think you know it well from taking it in high school, make sure to review the current version of the test. It’s important to know exactlywhat your student can expect tosee on the SAT. You need to have a solid grasp onboth the different question formats and the material covered by the test - check out our guides to what's actually on each section of the test if you have questions. Reading Math Writing Understand the SAT's Unique Logic The SAT is very different from the kinds of tests students take in their classes. You’ll need to help your student understand these differences and how to use them to her advantage. First of all, remember that the SAT is overwhelmingly a multiple-choice test: it doesn’t matter how your student gets the right answer, just that shedoes. There are a lot of helpful strategies and shortcuts that can help students get to the answer more quickly. Another key point to remember is that SAT questions often include traps meant to trip up the test taker. Work with your student to help her practice reading questions carefully and resisting makingassumptions about what shethinks a question should be asking. Finally, never forget that the SAT is standardized: no matter how there is only ever one right answer and it is indisputably correct. Make sure you can explain not just why an answer is correct but why the other choices are wrong. Before you can be an effective teacher, you have to study up on the material yourself. Step 3: Set Goals Once you feel prepared, it's time to get started with your student, which means you need to establish exactly what she's hoping to get out of tutoring. You'll need to ask her about her personal aimsand the schools she's considering applying to so you can help her determine an appropriate score goal. Determining a Score Goal It’s easy to assume that you just want to get your student’s score as high as possible, but it’s better to have a specific score in mind. Not every student needs a 2400, and setting an achievablegoalgives your student something concrete to work toward. What the goalscore is will depend on what grade your student is in and what schools or programs she wants to apply to. Assuming your student is a junior or senior applying to colleges, you can use our method, which is based on the SAT scores colleges expect from applicants, to calculate a target. Narrowing Your Focus (If Necessary) Keep in mindthat your student mayneed to focus specifically on raising her score on one or two sections. A particularly low score on one section (especially math or reading) can count against an application, and some schools and programs have a cut off score for certain sections. Another consideration iswhether schools superscore, i.e. count only the highest score on each section.If your student is only applying to schools that superscore and already has a solid score on one of the sections, she may want to focus primarily on the others. Step 4: Gather Great Resources Before you get started with tutoring, you need to make sure you have high-quality practice materials to use with your student.When practice questionshave errors or look nothing like the the questions on the actual SAT, students end up confused or frustrated and, even worse, lose some of their trust in you. Let's go through where you can find some of the most helpful resources for the SAT. Official Tests The best practice materials are official ones, since practicing with real tests will give your student the best idea of what to expect on test day. You want to find and use as many of these as possible. Free practice test and questions for the newest version of the SAT Free old official practice tests (If you want paper copies of the free official practice tests) The Official SAT Study Guide, currently $21.00on Amazon General Strategies Practicing with real SATs is the best way to learn the format and logic of the test, but your student may still need some extra help with strategies for the most effective ways to approach the different types of questions. The following resources can help you find the most effective strategiesfor your student to take. SAT Prep Black Book, Second Edition by Mike Barrett and Patrick Barrett PrepScholar's Ultimate SAT StudyGuide 21 Top SAT Tips Alternative practice materials Subject-Specific Materials Another vitalpart of studying for the SAT is reviewing the content it tests. The following books and guides can help you review key concepts from each of the three sections with your student. Reading The Critical Reader, by EricaMeltzer Other SAT Reading prep books PrepScholar's Ultimate SAT Reading Study Guide Math Dr. Steve Warner's SAT Math Series Other SAT Math Prep Books Khan Academy Writing The Ultimate Guide to SAT Grammar, by Erica Meltzer Other SAT Writing Books PrepScholar's Complete SAT Writing Study Guide PrepScholar's Guide to the SAT Essay Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: Step 5: Lay Out a Plan As a tutor, one of your most important roles is making sure your student stays on track. Let's go over some ways you can help your student meet her goals by her test date. Set a Schedule It’s vital that you have a set schedule for tutoring. Without one, it’s easy for students to procrastinate and fall behind. Start by determining when your student will take the test and then plan out how you’re going to cover everything between now and then. Generally speaking, students should shoot for roughly 40 hours of prep, although that timewill be split between tutoring and independent work. Try to set a specific time for your lesson each week. I prefer to meet with students once a week, but if you're on a tight schedule you can certainly do twice a week. With more than two lessons per week, most students will quickly get burned out and frustrated. Analyze Weaknesses Before you start, spend some time determining what your student needs the most help with. If she’s taken the test before, take a look at her scores. Then, if possible, have her take a full practice test before you get started. Going over it together will help you see why she's missing questions and allow you to focus your efforts on the strategies and content review that will be most helpful for her. From there you can plan out what order you’ll cover the material in. I usually start with a student’s weakest areas and then work through everything until I get to her strongest, revisiting the early concepts occasionally to review. Give Homework As I mentioned above, practice is key to improvement on the SAT. You’ll need to give your student practice questions to do or content to review between lessons. Ideally, you’ll also want to have them complete at least three full officialpractice SATs that simulate actual testing conditions. If you’re a parent or sibling rather than a professional tutor, you probably won't be able to convince your student to do extra homework. Instead, try setting aside an extra time during the week for them to study on their own. Good advice! Step 6: Teach the Big Picture When students sign up for tutoring, they often expect to learn tricks that help them instantly raise their scores. There aren’t really any such simple tricks, but there are helpful strategies that, when used consistently, can make a big difference in students’ scores. You may also need to provide content review for your student, depending on their strengths and weaknesses. The following resources offer ideas for specific strategies you can use with your student (most of which are also included in the more overall guides from the previous section). Reading How to read SAT Readingpassages:This guide explains the reading passageapproachthat we recommend for most students- have your student try it and then tweak the approach as needed. How not to run out of time on SAT Reading: Timing can be a big struggle on SAT reading. This guide will give you ideas on how to help your student pace herself. #1 secret of SAT Reading: The SAT Reading often seems more complicated than it is. This guide will help you and your student understand the logic of the test. Math 21 must-know formulas: Although the SAT provides test takers with some basic geometry formulas, there are other formulas your studentwill need to know. How not to run out of time on SAT Math: For advice on how to help your student get through all the question on the math sections efficiently, check out this guide. How to plug in answers:Make sure your student understands the most efficient way to plug-and-chug, especially if she struggles with solving algebra questions quickly. How to plug in numbers: This strategy will help your student approach questions that ask about abstract variables and unknown quantities. Writing Secret to SAT Writing: The SAT Writing section has its own unique quirks. Make sure you understand them so you can help your student adjust her approach accordingly. How to approach SAT Writing passages: All of the SAT writing questions are presented in context. That means your student needs a strategy for tackling the passages! Step 7: Analyze Mistakes SAT questions follow certain patterns, and the best way to get a feel for the style of the questions is to do a lot of practice. As such, regularly practicing with real SAT questions is one of the most important part of studying for the test, and as a tutor you shouldassign a lot of official practice questions. However, it's not enough to simply give some practice passages to your student, you also need to carefully reviewthe questionsshe misses. Don’t stop at saying, "B is the right answer"- really dig in and help your student understand why shegot the question wrong and how shecan avoid missing similar ones in the future. This process is key to helping your student improve and why it's so important that you understand the test yourself. For more details on how to effectively go over missed questions, take a look at our guide to reviewing mistakes. (Bro. Jeffrey Pioquinto, SJ/Flickr) Review: 3 Key Tutoring Tips The steps above offer a general outline to becoming an effective tutor: what exactly you cover and how you work on it will depend a lot on you and your student. Nonetheless,there are a few big picture ideas that every tutor should keep in mind. Be Prepared Your student will know if you’re not invested in the tutoring process: don't try tobluff your way through with a vaguerecollection of taking the SAT in high school - it won't work. Take the time to familiarize yourself with the test and work up an individualized improvement plan for your student. The more you know about the test the better you'll be able to understand your student's unique needs and the more effective you'll be as a tutor. Focus on Motivation Students who don't put in the work don't improve - it's as simple as that. As such, a big part of your role as a tutor is to set expectationsand encourageyour student to study and practice.In some cases, motivating your studentwill be simple(I've had students who actually requested extra homework), but in others you will need to really emphasizewhy the practice is important and how it will help your student reach her goals. Remember that the SAT Is a Standardized Test Always keep in mind that the SAT tests the same simple rules over and over again, just in slightly different ways. Really knowing the test will be your greatest asset as a tutor. Even if you're just starting out, and aren't that familiarwith the test yet,you can use the fact that the SATis standardized to your advantage. Go over official tests carefully and look for patterns in the questions. Remember that because the test is standardized there is only ever one indisputably correct answer. Help your student understand both what will and whatwon't be covered by the test. Bonus: Want to get a perfect SAT score? Read our famous guide on how to score a perfect 1600 on the SAT. You'll learn top strategies from the country's leading expert on the SAT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide today and start improving your score. What's Next? Are you not sure whether to prep your student for the PSAT and SAT at the same time? Read our complete explanation of the similarities and differences between the PSAT and SAT and which students should study for which tests. Maybe, given the changes to the SAT, your student is considering taking the ACT instead. Check out our take on the pros and cons of each test and our guide to tutoring the ACT. Finally, if your student needs help with other parts of the college application process, take a look at our guides to researching colleges, writing about extracurriculars, and crafting a personal statement. Want to improve your SAT score by 160points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.f5e144e8-cbc3-446a-b21e-169053e0cd50'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Qualitative Article Critique Essay Example | Topics and Well Written Essays - 1500 words

Qualitative Article Critique - Essay Example 2718). b. Research Problem As the topic of the journal article clearly suggests, it is very important for nurses to acquire excellent skills regarding the understanding of the patients’ problems and devising solutions to counter those problems. Many researchers (e.g. Hardy & Smith 2008; Pardue 1987; Mattingly 1991) have studied the importance of clinical judgments and have found that clinical decision making is becoming a significant part of today’s health care. Thompson et al. (2004), in their research, also affirm that the nurses’ â€Å"decisions have important implications for patient outcomes†. How clinicians process patients’ and their diseases’ information while giving serious consideration to psychosocial issues is the research problem the author has brought forward. According to him, the â€Å"current theoretical explanations of clinical judgement† are â€Å"incomplete† (p. 2711) because these do not talk about the psych osocial issues that should be involved in clinical treatment. Since, past research has only focused on decision making for acute care hospital settings; hence, there was much need for a research that talked about clinical judgments from outpatient perspective where clinicians and patients both participate in the decision making process. The author has come up with a grounded theory study that suggests mutual intacting which involves such strategies that the health practitioners used in decision making while enabling the patients to actively engage in the process. This also helped improve the relationship between the practitioners and their patients. The problem statement very well goes with the title the author has suggested and has good scholastic importance. The problem can be well understood by an average reader and the research is not limited to the author’s own aptitudes and ideas. The abstract provides a brief but compact summary of the research and gives a good overvie w of the research’s aim, background, method, findings and conclusion. c. Research Questions/Hypotheses This research sought to test the hypothesis about how much important is the decision making ability or clinical judgment for nurses who are working at advanced clinical level in chronic and acute care outpatient contexts. The hypothesis was testable and explained the problem surely well by simultaneously giving significance to physician-patient relationship which the author referred to as psychosocial issues often ignored in the past literature. The author’s main research question was- what practice strategies are being and should be used by the practitioners to assist eliciting patient information and deciding on treatment interventions? What were the clinicians’ main concerns when making clinical judgements for the patient? and how did they resolve those concerns? 2. Review of the Literature The author has given an extensive review of literature citing other researchers’ works and explaining them in order to support the need to conduct this specific research. He has cited many researches which discuss the importance of clinical judgment in acute care hospitals or for critical care. The research works in this manner studied by the author came from Lajoie et al. (1998), Cioffi (2001), McCaughan et al. (2002), Bucknall (2003), Hoffman et al. (2004), Hancock & Easen (2006). The author has mentioned the work by Lauri & Salantara (1998) who conducted an empirical research and

Assignment 6 Essay Example | Topics and Well Written Essays - 1000 words

Assignment 6 - Essay Example Most of our research and other students spend most of their time in the computer labs doing research and assignments as required of them. Last year, several computers began failing and we recognized the problem but not any of the repair alternatives or parts replacement have wholesomely fixed computers. Four of the workstations were out of order for many months and for that reason; the students were short of computers to use. I have done my investigation and now propose for the purchase of Nautiz x5 handhelds in the form of in-the-field barcode scanning, therefore research projects across a range of sciences will be able to catalog items and take inventories as required by industry standards simultaneously creating a cyber-infrastructure that researchers and educators will tap into to be more efficient in their work. Details Suggestion We need to purchase Nautiz X5 handhelds for our fieldwork since its performance will be just fine and the ruggedness is good. Pairing bar-coding with Nautiz X5 handheld will allow a diverse set of pilot projects to test the ability to increase efficiency, productivity and integrity in data flow - streamlining data collection, sample processing, database management and analysis, and speeding time to publication. It will also work well in the class room; the screen and keyboard are handy and therefore will allow our ecology group to barcode so many samples and even our geochemists, tracking them individually and in groups through the analytical process. They also will be able to survive being dropped, getting wet or dusty and also handle changes in temperature. I suppose, based on the high quality and reliability of the Nautiz hardware, this will be the most economical and concrete solution to our present problem. Details evaluation The evident benefits to the students will be as follows: Improvement in data collection processes for academic researchers in the field, Increasing data management capabilities and streamlining the acad emic-publishing process Has a long life battery Has a day light viewable screen To give our research students an edge over other universities Recommendation I propose that we use barcode-scanning on multiple projects with the rugged, field-proven Nautiz X5 rugged handheld, which creates simple forms to collect data while simultaneously creating a cyber-infrastructure of data peers can tap. Nautiz X5 is competitive, mainly in the range of rugged handhelds, which have a propensity to be super-high-end systems. This will strengthen our educational needs for undergraduate research students for conducting their research and experimental courses. I therefore ask for an approval by 30th November to place an order with Malcolm Handhelds and Office Suppliers for deliveries to start in January 2013. Appendices Comparison table Title Features Capabilities Costs Nautiz rugged X5 handheld Processor: Marvell PXA320 Xscale 806 MHz Memory: 256 MB RAM, data storage-512 MB Flash, operating system- wi ndows mobile 6.1,screen-3.5" VGA TFT LCD, 480 x 640 pixel, daylight viewable, keyboard - Numeric keypad, optional QWERTY,battery-4400 mAh, all day operation with default settings, rechargeable LI-ion, communication- CCX Cisco Compatible extensions Integrated GPS SiRF III with Instant Fix II GSM/UMTS

Criminological Theories Assignment Example | Topics and Well Written Essays - 1500 words

Criminological Theories - Assignment Example Personal opinion as to whether the police department would consider genetic findings as important is incorporated. Likewise, the dangers of the possibility of criminal genes are expounded with personal ideas. The consequences of criminal gene in the criminal justice if proven to be true were also explained. Introduction When an ordinary person commits a crime, people usually do not care but when a celebrity shop lifts, the whole story spreads like fire and speculators begin to dissect the cause of such action. This is because it is unbelievable for celebrated individuals to behave in such manner. Experts also agree with their belief that well known people will not carry out such petty crime to ruin their long established reputation. They hold on to the idea that the genetic makeup of the person might have been involved in the act. Less clear however is the role of genes in the commission of the crime. Addressing the following questions suggests that genes are responsible. Discuss the merits of the idea that genetics are a source for criminal behavior There had been considerable evidence that genes are implicated in the criminal behavior in some individuals for the past several years. ... They also disclosed that not only males with high testosterone demonstrate aggressiveness but females as well. Hostility is observed in females with high levels of saliva measurement. Apart from this, females demonstrate a pattern of aggressiveness and irritability during their menstrual period. In fact, about 70% of crimes committed by women were executed during their premenstrual period or before the onset of their menstruation. Hormones are known to exert strong influence on both conscious and unconscious behavior because it induces brain events prompting the individual to behave in certain ways. Another study also pointed the role of MOA-A genes in behavior. Genes carrying a repeat in 3 alleles is strongly identified to precipitate criminal behavior however has to interplay with psychosocial factors (Nilsson et al. 2006). Twin studies also support the declaration that genetics increases the risk of criminal behavior. The study of Mednick, Gabrielli, and Hutchings (1987) provided an interesting finding of both dizygotic and monozygotic twins. Although there is a slight difference in the percentage of criminal tendency between identical and fraternal twins, their study of more than three thousand twin pairs in Denmark affirmed that twin pairs inherit the criminal characteristics of their biological parents. Identical twins accounts for 52% risk from criminal behavior while fraternal twins showed about 22% vulnerability. It was also reported that adoptees whose fathers are convicted of certain crime have high proportion of criminal behavior despite the non divulgence of parents to the adoptees regarding their crime compared with children whose fathers do not have criminal records. Other similar studies on identical twins

Factors Influencing Availability of Water in South Africa

Factors Influencing Availability of Water in South Africa There are many factors influencing the sustainability of water supply in South Africa. One of the reasons is that According to the global water balance (figure below), South Africa is situated in a negative runoff zone, which means that annual evaporation always exceeds rainfall and South Africa is further situated in a semidesert / desert latitude zone, which has almost no weathering and soil formation, due to the drop in precipitation and vegetation cover, and the higher temperatures and evaporation rate. Besides the main factors, that will be dealt with in the essay, such as the over exploitation of water by the economic sectors and the main water sources in South Africa being polluted and therefore cannot be used, the situation of South Africa contributes largely to unsustainable usage of water through evaporation and therefore influencing the sustainability of water for future generations. The table below supports The Miller Model (Figure 1) as it shows that in South Africa, the amount of evaporation exceeds the amount of rainfall and the water demand often exceeds the water yield which highlights the shortages of water in that alone without other major factors being looked at. South Africa gets most of its water (66%) from surface runoff which is contained in about 320 dams all over the country which have total capacity of more than 32 400 million m3. Johannesburg being such a huge city is the biggest metropolitan area in South Africa. However unlike other cities of its size anywhere in the world it is one in very few that are not situated on or next to a major watercourse. Johannesburgs main water source comes from the Jukskei and Upper Klip River in the north and south respectively. The Jukskei catchment is situated within the Pretoria-Witwatersrand area. A range of users from recreational activities to industrial users are using the Jukskei River, with different water standards catering for each category and although the catchment is used for a variety of human activities it still has to support a population number of 790  000 in 1991 which has probably increased over the years. The Klip River catchment is one of the most heavily impacted river s ystems in South Africa and is subjected to almost every type of pollution. It furthermore serves all five recognised user groups identified by DWAF (domestic, agricultural, recreation, industrial and the natural environment). It is approximated that 9500 million m3/annum of the total requirements for water of 12  871 million m3/annum is abstracted from surface water resources.   The remainder comes from groundwater, the re-use of return flows, and the interception of water by afforestation.   In rural, semi arid and arid areas, surface water is not abundant therefore groundwater is used extensively instead  the six major aquifers (rocks with porosity and water permeability) in South Africa include, Table Mountain Group sandstones, coastal sand deposits, basement granites, Karoo dolerites, Dolomites and alluvium along perennial rivers.   Most exploitable groundwater occurs in the eastern and northeastern parts of the country and in the Western Cape, where aquifers are concentrated.  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  When looking at Figure 3 which is the map of South Africa shows how utilizable groundwater is scarce in KwaZulu-Natal and the south of South Africa whereas water is concentrated in Northern and Western Cape. However with ground water excessive concentration of chloride, nitrate, and other salts, all of which are costly to remove which shows how less and less groundwater will be exploitable for human purposes as it is becoming increasingly polluted with tox ic wates. Looking at the above figure it shows how water in South Africa is concentrated in the Northern part of South Africa. In KwaZulu Natal province, there is 92% of available water that is guaranteed and only a one in thirteen risk of water restrictions which shows its availability. Although water may be currently available, leading scientists predict that SAs economic hub will run short of water should a severe drought occur in the next 10 years. Due to South Africas failure to maintain water pipes that provide households with water 30% was lost through leaking or burst pipes. The right to sufficient water is guaranteed by the countrys constitution, and the government has worked hard to provide access to running water to 88 percent of the population, up from 62 percent in 1996. However, water may be available but it is unevenly distributed and it is extrapolated that by 2025,that water deficits will occur in three of the four water management areas that support most of the countrys economic activity. The Klip River which has been mentioned previously is located in an urban area where there is plenty urban development and Industries. Due to mining activities in the area, the river is subject to pressures from those mining activities as large amounts of water are required to support industries such as those that generate electrical power. Mining on its own has been averaged to use up to 8 % of South Africas water. Mines such as the Grootvlei mine are responsible for intoxicating valuable groundwater by pumping wastes into rivers thus making it useless in regards to human use. IRRIGATION Irrigation accounts for 50% of the total water use in South Africa. Farmers that grow crops or fruit, for commercial use or farmers that practise subsisitence farming, use lots of water to meet the demands of the fields of crops that need watering. The process of meat production uses up a lot of water which is said to be around 3000 litres of water for one Kg of meat which is why people are encouraged to reduce their intake of meat to save water. FACTORIES Factories not only emitt gasses into the atmosphere but they also release effluents into nearby rivers that are both toxic to humans and animals. Some factories use water to cool down tanks and other machinery and the release it back into rivers which is a form of pollution because when water is heated, oxygen decreases which is detrimental to aquatic life. MANAGEMENT AND SOLUTIONS: Community Development and Environmental Education By raising awareness amongst all people in rural areas, that are mostly uneducated, that water is a precious resource which has an impact on all aspects of life people will begin to take note of the significance of water to all that exist. These awareness projects can be made by having people talk to people about how to reduce water usage by not bathing three times a day or leaving a tap running for example. Water Conservation 50% of all water available in South Africa is used up by irrigation purposes. The application of water conservation and demand management (WC/DM) principles in the irrigation and farming sector will have a significant effect on the availability of water to other sectors. In order to successfully manage water resources then stricter boundries must be set on each sector using and only allowed a certain amount of water. Industry, Mining and Power Generation Sector The Industry, Mining and Power Generation Programme oversees the development and implementation of appropriate policies, strategies, projects and initiatives that will promote water conservation in these economic sectors. Such programmes should be improved as they aim to establish a culture of water conservation in the primary, secondary and tertiary sectors and this will ensure sustainable use of water. Another solution and initiative that have been taken to combat water shortages is the Lesotho Highlands Water Project (II) which is due to begin in 2020 as It is expected to take more than nine years to prepare for and implement the project. Once the project is underway there will be an estimated transfer of 479-million cubic meters annually to South Africa which is aimed at getting water from Lesotho and supplying Gauteng province with it however Negotiations were still under way with the government of Lesotho regarding the flagship of the project. Desalinization of surrounding oceans such as the Indian and Atlantic Ocean has been considered but later ruled out due to financial, technological and facility constraints in the country to undergo this process. It is true that water is still available in South Africa and it is also true that in a few years this resource will not be able to support and sustain the population. Industries and households have proved to be the guzzlers of water in South Africa. Strategies that have been implemented will be effective in reducing the usage of water by Industries, and programmes that aim to educate the youth and the elderly on water conservation will alert people to the fact that We dont have the luxury of choice and time.

To Autumn by John Keats Essay -- To Autumn John Keats Poetry Essays

To Autumn by John Keats â€Å"To Autumn† is one of the most famous, and perfect odes written by John Keats, and any modern writer. It is quite fitting that his greatest piece was the last one that he ever wrote before he met with his unfortunate end. However, this ode has some significant differences to the other odes that he has written. Firstly, there is no flight from reality, or deviation into imagination or dream, in fact there is no narrative voice at all. Secondly, it has an unprecedented emphasis and commemoration of change and progress, not only through autumn, but through all mortal events. While the title implies a progression through autumn, the ode also has references to an aging day, and even personal maturity. The first stanza is brimming with specific vivid visual imagery. The first which relates to the change in the season and day is the â€Å"maturing sun.† This sun makes the fruit ripen and cause the burst of ripe food for harvesting. He then goes on to describe the outburst of ripening fruit to an excruciating intensity. The apples are so plentiful that... To Autumn by John Keats Essay -- To Autumn John Keats Poetry Essays To Autumn by John Keats â€Å"To Autumn† is one of the most famous, and perfect odes written by John Keats, and any modern writer. It is quite fitting that his greatest piece was the last one that he ever wrote before he met with his unfortunate end. However, this ode has some significant differences to the other odes that he has written. Firstly, there is no flight from reality, or deviation into imagination or dream, in fact there is no narrative voice at all. Secondly, it has an unprecedented emphasis and commemoration of change and progress, not only through autumn, but through all mortal events. While the title implies a progression through autumn, the ode also has references to an aging day, and even personal maturity. The first stanza is brimming with specific vivid visual imagery. The first which relates to the change in the season and day is the â€Å"maturing sun.† This sun makes the fruit ripen and cause the burst of ripe food for harvesting. He then goes on to describe the outburst of ripening fruit to an excruciating intensity. The apples are so plentiful that...

Problems faced by south-east asian in studying tenses and their solutions Essay

0. ABSTRACT: What do you think are the problems faced by the Pakistani learner while learning tenses of English? This paper highlights the problems of grammar teaching. Some teachers have been selected who have taught/have been teaching grammar for several years at school level. On the basis of the feedback given by the teachers, this research report is presented. 1. INTRODUCTION: Language is the chief means by which the human personality expresses itself and fulfills its basic need for social interaction with other persons. It is clear that the term â€Å"grammar† has meant various things at various times and sometimes several things at one time. This plurality of meaning is characteristic of the present time and is the source of confusions in the discussion of grammar as part of the education of children. There have been taking place violent disputes on the subject of teaching grammar at school. The ability to talk about the grammar of a language, to recite its rules, is also very different from ability to speak and understand a language or to read and write it. Those who can use a language are often unable to recite its rules, and those who can recite its rules can be unable to use it. Grammar organizes the vocabulary and as a result we have sense units. There is a system of stereotypes, which organizes words into sentences. 1.1 STATEMENT OF PROBLEM: What skill does grammar develop? Does it gives the ability to make up sentences correctly to reproduce text adequately? If does so then how much practice is needed for the development of the practical skill that can enable pupil point the specific grammar structure differences between the mother tongue and the target language. 1.2 HYPOTHESIS Systematic and an organized study of tenses in grammar can solve the communication related issues in learning especially those related to the target language. 1.3 OBJECTIVES: 1. To investigate problems faced by Pakistani learners during English tense-learning. 2. To recognize the hindrances faced by students in learning tenses. 3. To highlight the problems of grammar teaching and suggest the solution for them. 1.4 SIGNIFICANCE OF RESEARCH: It will prove to be useful in obtaining information from students and teachers statistically, and will give an accurate report on how the problems come forth and consequently how to tackle them 2 LITERATURE REVIEW: The component issues are how to enhance the REASEARCH BASED REVIEWS: Author: Middlesmoor My main belief is that modern teaching techniques and their text books can be too dispersive. The principles of the †communicative approach† allied to the presentation of language according to the seemingly self evident concept of the â€Å"functions† of language, when put into the context of the class room, lead to confusing lack of focus. As a result, when pupils have a sense of confusion they become de-motivated. I have a central objection to the theoreticians’ distinction between â€Å"learning† a language and â€Å"acquiring† one when it is applied to school. Schools are not full of infant native speakers trying out the language as was the little English boy who said â€Å"I swimmed in the river.† Huge damage has been done. Schools are artificial places and they need a whole range of techniques of learning. Another objection to the notion of â€Å"acquiring† a language and wanting to imitate that in schools is that it makes us think that memory in school can be viewed as similar to the mechanisms that help us â€Å"acquire† (absorb unconsciously) our mother tongue. The word †acquire† is preferred as a softer word than learn. Learn is considered too Prussian as it were and linked to memorising. However consider how the expression â€Å"learning by heart† is a much less rigid sounding expression than if we used the term â€Å"memorising†. In the distinction; â€Å"learn† versus â€Å"acquire†, the idea is that learning is the wrong mechanism – dull, bookish and forced. Why is it that a term like â€Å"learn†, suddenly, after thousands of years of happy use in the language suddenly smells and we have to invent â€Å"acquire†? I’m suspicious of such distinctions and the undermining of accepted sense. Such theological repositioning is tendentious. It supposes that something is proved by simply using a supposedly self evident term. We can say that children â€Å"learn† that fires burn or they â€Å"learn† that not everything is what it seems to be! We don’t need to say that they â€Å"acquire† the effects of fire or differentiation! Young English children â€Å"learn† that there are some action words (verbs) that are regular when applied to the past (arrived) and others that behave in odd ways (swum). These distinctions come slowly. They â€Å"learn† them, as they do other things, by trial and error. It is true that young children â€Å"pick up† languages with amazing ease, but that is another story and it is certainly not a secret ability easily transferred to schools by thinking that such ease is natural and unthinking as is suggested (not proved) by the use of the term â€Å"acquire†. But this distinction has made text books woolly with false naturalism. When a young 3 year old told me â€Å"Today we swimmed in the river† he was intelligently generalising about a â€Å"learnt† aspect of verbs. By observation and repetition practice he had seen regularity – though yet imperfectly. The mentality – the brain mechanisms of learning your â€Å"mother† tongue are mysterious and specific to certain ages. We should be very careful before thinking that this mystery can be reproduced by means of class room text books in the weirdly unreal setting of a school classroom. No, language learning at school depends on suitable procedures for â€Å"learning† and remembering. Obviously â€Å"learning† is a complex matter. But one shouldn’t tendentiously falsify the word/- concept â€Å"learn† into a daft travesty of â€Å"crouch – over – your – books – and – memorise â€Å", from which we are then rescued by the saintly term â€Å"acquire† which p ossesses the secret of doing everything effortlessly!. Few of us these days exercise our memory. It should be obvious to anyone that language learning requires memorisation. Out of fear of so called rote learning we think everything should proceed â€Å"naturally†, be acquired, i.e. effortlessly. However, we learn our own language with considerable repetitive practice. The so called â€Å"natural† methodology of language teaching is a sham. What we need is artificial procedures that mimic certain repetitive practice situations in the native learner and these procedures should be fun. When we learn our mother tongue we are at full stretch in our attention and will to understand and communicate. This is not so at school. In the grammar book there are countless suggestions for practising and recycling the specimen sentences â€Å"nuggets’ on the grammar pages, and games for learning vocabulary. Who in the â€Å"natural or â€Å"communicative approach† is doing the artificial / unnatural business of teaching vocabulary? In my experience, running a language school for foreign children, they know hardly any words in a really active sense; i.e. Words that are easily recoverable to their memories. Since young people have good memories the grammar units are exemplified with short plays that focus on the one grammar aspect. These plays are to be learnt by heart and acted and preferably filmed within 10 –15 minutes. (may be in competetive pairs doing the same play.) Thus the slower children will be really helped to keep up with the rest of the class  by watching various versions of the same play / grammar area. And then everyone can have further repetition practice by watching the vid eoed performances. These plays are also examples to help pupils make similar plays around grammar islands. To get their imaginations going and give ideas for plays, I have supplied a whole last section called â€Å"Human life charts† Teaching â€Å"Grammar† is often confusing. Instead of focusing attention on the basic grammatical forms of language, the enterprise gets drowned in pedantic â€Å"metalanguage†. Often grammar teaching makes matters worse. I felt at Middlesmoor that I could do it differently. Small children of any nationality are aware of grammar. They build up hypotheses of trial and error. In our example of â€Å"I swimmed a â€Å"rule (†¦ed) has been perceived that has exceptions (â€Å"irregular verbs!) Why do I point this out? Because some experts have been so disapproving of bad teaching of grammar that they reject any teaching of structural consistencies. Children are not just creative. ( they are rather less so than they are famed to be!) What they are is quite sharply rational. They appreciate clarity. I wanted a simple grammar book. There wasn’t one. The reason is that people who write grammar books are writing with a worry about what pedant teachers or experts will say of their definitions. They are not thinking directly of the â€Å"customers† (the students) The result is that there is far too much â€Å"exactitude† and the student has too wade through oceans of â€Å"truth† only to drown in it! I decided that at Middlesmoor we needed to give the visitors security with the very basic language patterns which were at the same time clothed in examples of immediate utility: â€Å"Can I have some water please?† † I haven’t seen her† â€Å"When are we playing football?etc. When we are young we learn without grammar but then as children, play activities are relatively repetitive and restricted. Therefore young children’s speaking is focused on a restricted vocabulary and certain simple grammatical structures. We therefore had to write our own grammar to suit the very uncertain knowledge of our visitors: particularly the Italians. Grammar must be presented in larger areas than is usual and be supported by creative open ended material which is still grammar focused. We made a special linear  grammar to make self access possible to the students. In this way lessons are paradoxically liberated from grammar. There is no sense in splitting up and atomising the grammar for easy digestion. (that is, easy digestion at first view). For example it is only apparently sensible to split into gradual sections, the presentation of the 3 futures or 3 pasts (past perfect and past simple and past continuous) Their use is inter dependent. Teach them together and after the first difficulty of â€Å"too much at once†, progress is quick and lasting.) You don’t have to give to a grammar the gradualised lay out of a course book. The objection that the usual practice of splitting up grammar into small bits, helps the student because it is â€Å"gradual†, is totally mistaken. (Besides, once split up how can he/she go back to study the interconnecting logic of the â€Å"whole† problem or actually find what he wants) The benefit of the â€Å"whole† presentation of islands of grammar is that the student can find his own way to a whole understanding: the grammar gradually comes into focus as it does when we learn our own language. It also means that such larger units of connected grammar are much more easily turned into grammar plays. What is â€Å"grammar† but just that regularity that the 3 year old’s â€Å"I swimmed† was hypothesising? Children in a classroom situation need language that is focused and easily recyclable: that is, we must artificially recreate the simple environment of our previously described child learner of L2 and situate that language in a context that encourages repetition and recreation As a bridge from these grammar areas and phrases I have written grammar plays. At Middlesmoor we use theatre a lot. Children have much readier memories than adults. A pity we don’t exploit this more. Children learn languages quickly in the natural state because communication is desired by them and also because the language they use is so narrow, and it is endlessly recycled, repeated and refashioned. Children work outwards from a tight circle of usefulness. The plays are a way of making up for the fact that class room situations in which children are taught are all more or less artificial and that the ways of â€Å"natural language acquisition† cannot be transferred to text books. My preferred method of teaching would be to base everything on grammar and special dictionaries and to use the blackboard as note pad for collecting information about the children’s real world of experience. Also newspapers contain stories that fascinate children as young as 9 or 10. They just need a simplified sentence structure and vocabulary. A final point. If we don’t make a fetish of grammar and also if we are no longer terrified by the idea that â€Å"grammar is old fashioned† we will be the quicker free of it and able to use the language for interesting tasks, ie. we will use it naturally! A didactic that frankly uses grammar as a central reference point from which to depart ( and only return to in quick visits) will be much freer from it than the victims of the hotch potch muddle of â€Å"functional† text books. Obviously we must avoid the old grammar teaching which was abstruse gobbledy gook that was like a mountain range so tortuous to cross that few survived to reach the actual language! Author: Katy Allen MBE Director, Village Education Project Kilimanjaro An analysis of the obstacles in the way of effective pupil-centred teaching and learning of the English language in Tanzanian government I have 14 years’ experience working in government primary schools through the NGO Village Education Project Kilimanjaro. It is apparent from working in the schools, from visiting the EQUIP programme in August 2007, and from conducting a district seminar and other training and observations that pupil-centred learning is not taking place on any significant scale in the teaching of English. Only an honest evaluation will assist any future development of primary English education In teaching English to young learners it is essential to consider how children learn. There are recognised stages of cognitive development that every child passes through, and teaching material should take account of  this. There is also a very great need for the motivation to learn English for both the pupils and the teachers. teaching ideas. It is not sufficient to leave these teachers with inadequate support. They must now be spoon-fed with lesson plans, detailed ideas for games and activities and material for inter-cultural studies, as well as basic structures, words and phrases for them to conduct classroom routines in English as well as delivery of some specific English tuition. All of this will take account of the age of the pupils and their stage of cognitive development and also of the current level of expertise of the available teachers, the need to motivate both pupil and teacher, and the time available in the classroom for routine activities. Teachers need detailed, supportive materials so that their pupils are motivated, and learn systematically and the teachers themselves are assisted to understand the English being taught and assisted with the methods of teaching. It is important to bear in mind the stages of development of children when assessing or planning a primary language course. For an overview of Piaget and Stages of Cognitive Development see Appendix 1. In addition attention should be paid to how the brain works. Glover and Bruning5 have summarised six major principles of cognitive psychology as they relate to instruction: 1. Pupils are active processors of information 2. Learning is most likely to occur when information is made meaningful to pupils 3. How pupils learn may be more important that what they learn 4. Cognitive processes become automatic with repeated use 5. Metacognitive skills can be developed through instruction 6. The most enduring motivation for learning is internal motivation Teachers with insufficient subject knowledge have very little if any confidence. Teacher training should be concerned with two elements:15 1. Subject Knowledge – ensuring that the future teachers know and understand enough about what they are to teach to be able to teach it effectively 2. Subject Application – ensuring that the future teachers know and understand enough about how to teach what they are to teach to be able to do so effectively. 1.QUALITATIVE Qualitative research is a method of inquiry appropriated in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. Hence, smaller but focused samples are more often needed, rather than large samples.For example, if you are asked to explain in qualitative terms a thermal image displayed in multiple colours, then you would explain the colour differences rather than the heat’s numerical value.The most common is analysis of qualitative data is observer impression.Observers examine the data, interpret it via forming an impression and report their impression in a structured and sometimes quantitative form. First, cases can be selected purposefully, according to whether or not they typify certain characteristics or contextual locations. Secondly, the role or position of the researcher is given greater critical attention. This is because in qualitative research the possibility of the researcher taking a ‘neutral’ or transcendental position is seen as more problematic in practical and/or philosophical terms. Hence qualitative researchers are often exhorted to reflect on their role in the research process and make this clear in the analysis. Thirdly, while qualitative data analysis can take a wide variety of forms it tends to differ from quantitative research in the focus on language, signs and meaning as well as approaches to analysis that are holistic and contextual, rather than reductionist and isolationist. Nevertheless, systematic and transparent approaches to analysis are almost always regarded as essential for rigor. For example, many qualitative methods require researchers to carefully code data and  discern and document themes in a consistent and reliable way. 2.QUANTITATIVE: quantitative research refers to the systematic empirical investigation of quantitative properties and phenomena and their relationships. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Statistical surveys were used to collect quantitative information about items in a population. Surveys of human populations and institutions are common in political polling and government, health, social science and marketing research. The survey focused on opinions or factual information depending on its purpose, and involved administering questions to individuals. When the questions were administered by a researcher, a structured interview or a researcher-administered survey prwsented itself. ALTERNATIVE RESEARCH METHODOLOGIES: 1.QUESTIONNNAIRE: Questionnaire replies Name: yasir arafat School F.G boys secondary school chattar Class: 5 1. A 5. A 2. A 6. A 3. A 7. A 4. A 8. A 9. Ans: the tenses should be taught in such a way that the students must not be asked to memorise the rules but to be able to use them properly. In this way an internal grammar would be generated which would be helpful in communication rather than a hinderance. 10. Ans: In the beginning the teacher should try to gain the attention and interest among the students by explaining the similarities between English language and the native language. Then he should try to teach English tenses in English. Name: Zahid Ali School: F.G school Malpur Ibd. Class: 6 1. C 2. A 3. A 4. B 5. A 6. A 7. A 8. A 9. Ans: 10. Ans: Name: Kamran School: Madina Model College Class: 8 1. B 5. A 2. A 6. A 3. A 7. A 4. A 8. A 9. Ans: The students should first know the basic things of grammar like parts of speech and then sentence structure and then move on to tenses. And the tenses should be in such and order that they should move from easy to difficult. 10. Ans: Tenses teaching should be made interesting and the teacher should first motivate the students in this regard. The students should be asked to make use of every tense they go through. OBSERVATION: To develop one’s speech means to acquire essential patterns of speech and grammar patterns in particular. Children must use these items automatically during speech-practice. The automatic use of grammar items in our speech (oral and written) supposes mastering some particular skills – the skills of using grammar items to express one’s own thoughts, in other words to make up your sentences. We must get so-called reproductive or active grammar skills. A skill is treated as an automatic part of awareness. Automatization of the action is the main feature of a skill. The nature of Automatization is characterized by that psychological structure of the action which adopts to the conditions of performing the action owing frequent experience. The action becomes more frequent, correct and accurate and the number of the operations is shortened while forming the skill the character of awareness of the action is changing, i.e. fullness of understanding is paid to the conditions and quality of performing to the control over it and regulation. To form some skills is necessary to know that the process of the forming skills has some steps: – Only some definite elements of the action are automatic. – The Automatization occurs under more difficult conditions, when the child can’t concentrate his attention on one element of the action. – The whole structure of the action is improved and the automatization of its separate components is completed. What features do the productive grammar skills have? During our speech the reproductive grammar skills are formed together with lexis and intonation, they must express the speaker’s intentions. The actions in the structural setting of the lexis must be learnt. The characteristic feature of the reproductive grammar skills is their flexibility. It doesn’t depend on the level of Automatization, i.e. on perfection of skill here mean the original action: both the structure of sentence, and forms of the words are reproduced by the speaker using different lexical material. If the child reproduces sentences and different words, which have been learnt by him as â€Å"a ready-made thing† he can say that there is no grammar skill. Learning the ready-made forms, word combinations and sentences occurs in the same way as learning lexis. The grammar skill is based on the general conclusion. The grammar action can and must occur only in the definite lexical limits, on the definite lexical material. If the pupil can make up his sentence frequently, accurately and correctly from the grammatical point of view, he has got the grammar skill. Teaching grammar at school using the theoretical knowledge brought some critical and led to confusion. All the grammatical rules were considered to be evil and there were some steps to avoid using them at school. But when we learn grammatical items in models we use substitution and such a type of training gets rid of grammar or â€Å"neutralizes† it. By the way, teaching the skills to make up sentences by analogy is a step on the way of forming grammar skills. It isn’t the lexical approach to grammar and it isn’t neutralization of grammar, but using basic sentences in order to use exercises by analogy and to reduce number of grammar rules when forming the reproductive grammar skills. To form the reproductive grammar skills we must follow such steps: – Selection the model of sentence. – Selection the form of the word and formation of wordforms. – Selection the auxiliary words-preposition, articles, and etc. and their combination with principle words. The main difficulty of the reproductive (active) grammar skills is to correspond the purposes of the statement, communicative approach (a questionan answer and so on), words, meanings, expressed by the grammatical patterns. In that case we use basic sentences, in order to answer the definite situation. The main factor of the forming of the reproductive grammar skill is that pupils need to learn the lexis of the language. They need to learn the meanings of the words and how they are used. We must be sure that our pupils are aware of the vocabulary they need at their level and they can use the words in order to form their own sentence. Each sentence contains a grammar structure. The mastering the grammar skill lets pupils save time and strength, energy, which can give opportunity to create. Learning a number of sentences containing the same grammatical structure and a lot of words containing the same grammatical form isn’t rational. But the generalization of the grammar item can relieve the work of the mental activity and let the teacher speed up the work and the children realize creative activities. The process of creation is connected with the mastering of some speech stereotypes the grammatical substrat is hidden in basic sentences. Grammar is presented as itself. Such a presentation of grammar has its advantage: the grammar patterns of the basic sentences are connected with each other. But this approach gives pupils the opportunity to realize the grammar item better. The teaching must be based on grammar explanations and grammar rules. Grammar rules are to be understood as a special way of expressing  communicative activity. The reproductive grammar skills suppose to master the grammar actions which are necessary for expressing thoughts in oral and written forms. The automatic perception of the text supposes the reader to identify the grammar form according to the formal features of words, word combinations, sentences which must be combined with the definite meaning. One must learn the rules in order to identify different grammatical forms. Pupils should get to know their features, the ways of expressing them in the language. We teach children to read and aud by means of grammar. It reveals the relation between words in the sentence. Grammar is of great important when one teaches reading and auding. The forming of the perceptive grammar and reproductive skills is quite different. The steps of the work is mastering the reproductive skills differ from the steps in mastering the perceptive skills. To master the reproductive grammar skills one should study the basic sentences or models. To master the perceptive grammar skills one should identify and analyze the grammar item. Though training is of great importance to realize the grammar item. 1.3 The Content of Teaching Grammar Before speaking about the selection of grammar material it is necessary to consider the concept â€Å"grammar†, i.e., what it meant by â€Å"grammar†. By grammar one can mean adequate comprehension and correct usage of words in the act of communication, that is, intuitive knowledge of the grammar of the language. It is a set of reflexes enabling a person to communicate with his associates. Such knowledge is acquired by a child in the mother tongue before he goes to schools. This â€Å"grammar† functions without the individual’s awareness of technical nomenclature; in other words, he has no idea of the system of the language, and to use all the word-endings for singular and plural, for tense, and all  the other grammar rules without special grammar lessons only due to the abundance of auding and speaking. His young mind grasps the facts and â€Å"makes simple grammar rules† for arranging the words to express carious thoughts and feelings. This is true because sometimes little children make mistakes by using a common rule for words to which that rule cannot be applied. For example, a little English child might be heard to say Two mans comed instead of Two men come, because the child is using the plural â€Å"s† rule for man to which the rule does not apply, and the past tense ed rule for come which does not obey the ordinary rule for the past tense formation. A little Russian child can say Ð ½Ã ¾Ã ¶Ã ¾Ã ² instead of Ð ½Ã ¾Ã ¶Ã µÃ ¹ using the case-ending â€Å"Ð ¾Ã ²Ã¢â‚¬  for Ð ½Ã ¾Ã ¶Ã ¸ to which it does not apply. Such mistakes are corrected as the child grows older and learns more of his language. By â€Å"grammar† we also mean the system of the language, the discovery and description of the nature of language itself. It is not a natural grammar, but a constructed one. There are several constructed grammars: traditional, structural, and transformational grammars. Traditional grammar studies the forms of words (morphology) and how they are put together in sentences (syntax); structural grammar studies structures of various levels of the language (morpheme level) and syntactic level; transformational grammar studies basic structures and transformation rules. What we need is simplest and shortest grammar that meets the requirements of the school syllabus in foreign languages. This grammar must be simple enough to be grasped and held by any pupil. We cannot say that this problem has been solved. Since graduates are expected to acquire language proficiency in aural comprehension, speaking and reading grammar material should be selected for the purpose. There exist principles of selecting grammar material both for teaching speaking knowledge (active minimum) and for teaching reading knowledge (passive minimum), the main one is the principle of frequency, i.e., how frequently this or that grammar item occurs. For example, the Present Simple (Indefinite) is frequently used both in conversation and in various texts. Therefore it should be included in the grammar minimum. For selecting grammar material for reading the principle of polysemia, for instance, is of great importance. Pupils should be taught to distinguish such grammar items which serve to express different meanings. For example, -s (es) The selection of grammar material involves choosing the appropriate kind of linguistic description, i.e., the grammar which constitutes the best base for developing speech habits. Thus the school syllabus reflect a traditional approach to determining grammar material for foreign language teaching, pupils are given sentences patterns or structures, and through these structures they assimilate the English language, acquire grammar mechanisms of speech The content of grammar teaching is disputable among teachers and methodologists, and there are various approaches to the problem, pupils should, whatever the content of the course, assimilate the ways of fitting words together to form sentences and be able to easily recognize grammar forms and structures while hearing and reading, to reproduce phrases and sentences stored up in their memory and say or write sentences of their own, using grammar items appropriate to the situation. The direct method assumed that learning a foreign language is the same as learning the mother tongue, that is, that exposing the student directly to the foreign language impresses it perfectly upon his mind. This is true only up to a point, since the psychology of learning a second language differs from that of learning the first. The child is forced to learn the first language because he has no other effective way to express his wants. In learning a second language this compulsion is largely missing, since the student knows that he can communicate through his native language when necessary. The basic premise of Direct Method was that second language learning should be more like first language learning: lots of active oral interaction, spontaneous use of the language, no translation between first and second languages, and little or no analysis of grammatical rules. We can summarize the principles of the Direct Method: – Classroom instruction was conducted exclusively in the target language. – Only everyday vocabulary and sentences were taught. – Oral communication skills were built up in a carefully graded progression organized around question-and-answer exchanges between teachers and student in small, intensive classes. – Grammar was taught inductively, i.e. the learner may discover the rules of grammar for himself after he has become acquainted with many examples. – New teaching points were introduced orally. – Concrete vocabulary was taught through demonstration, objects, and pictures; abstract vocabulary was taught by association of ideas. – Both speech and listening comprehension were taught. – Correct pronunciation and grammar were emphasized