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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. 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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

What is meant by the term `Scientific Revolution` Essay Example

What is meant by the term `Scientific Revolution` Essay Example What is meant by the term `Scientific Revolution` Essay What is meant by the term `Scientific Revolution` Essay The term â€Å"Scientific Revolution† refers to the event that started in 1543 where there was a fundamental transformation in scientific ideas in physics, astronomy and biology.1   Basing on   the publication of Copernicus On the Revolution of the Heavenly Orbs in 1543, which proposed that the earth and other planets went around the Sun but did not show how or why, and the publication of Isaac Newtons Mathematical Principles of Natural Philosophy in 1687, the Europeans thought that the natural world was experiencing a revolution. The Scientific Revolution was the opening to the wider movement we called Enlightenment. The changes that were happening were very slow, taking almost 150 years, but this revolution completely altered old ways of thinking. Moreover, it was considered also one of the most exciting adventures of the human mind.2Discuss the contributions of four important scientists.With the events accompanying the era characterized by scientific revolution, four mo st notable scientists emerged. First, Galileo is seen as the father of theoretical experimentalism, wherein he legitimized observation as opposed to pure reason, as a route to authentic knowledge and presented the observations with a philosophical analysis that had the thoroughness of Euclidean proof. Second, Francis Bacon projects the Galilean experimental truth revealing process onto the entire map of the natural universe, setting forth an agenda for every natural phenomenon then known, to be subjected to experimental scrutiny. Third, Robert Boyle sets about regularizing Galileos experimental work as characterized by his reports of falling bodies experiments into a practical method for ensuring that the observational process accumulates a body of knowledge which is public, thorough and self-correcting by the practice of publication, replication and review of scientific experiments. Fourth, Newton produces the first widely read works which claimed to address the most significant fu ndamental natural processes with Boylean rigor.3Why was the Scientific Revolution a threat to the existing culture?The Scientific Revolution gathered varied acceptances and there were a number of world views held by different people in the middle Ages. Most of those people, who commented with the radical and dynamic scientific changes, belonged to the intellectual class. For the great intellects, it was hard to break out the view of the world since it was built by brilliant scientists and discoverers. However, it took an enormous breadth of knowledge imagination to change the way people perceived the universe and the phenomena that existed on it.In my opinion, evidently scientific revolution was a threat to the existing culture because it will prove in one way or another that previous facts and theories formulated by previous scientists were untrue. Although, positively this provided the people with the right, updated and applicable knowledge as they advanced to modernization since the changing of the scientific world view, and the acceptance of science as a major source of knowledge, was the single most characteristic change that led to the modern world. However it meant that the former scientists were not reliable at all. Obviously, this created prejudices, confusions and doubts to former scientists of every society where this revolution happened.

Free Essays on Audrey Flack

Audrey Flack Audrey Flack is often referred to as one of the leading artists of Photorealism. In the 1960s, Audrey Flack began her career in the realm of Photorealistic art even though her earlier training was in abstract expressionism. She interpreted the photographs but reworked them into more expressive representations. Audrey Flack was born in New York City in 1931. She knew she wanted to be an artist even as a child. Despite her family’s lack of enthusiasm she pursued her art career. â€Å"Flack attended the High School of Music and Art, where she won the St. Gaudens medal† (Sheldon 1.) â€Å"Following graduation from Cooper unions she where she was a top student, she was recruited by Josef Albers to participate in the fine arts program at Yale† (Sheldon 1). Josef Albers is a renowned color abstractionist. This didn’t stop her from painting realistic things and she returned to figurative painting as early as 1952. Flack graduated from Yale University’s School of Art and Architecture in 1952 with a B.F.A. Flack also received her doctorate in 1977 from Cooper Union. After Cooper Union, Flack moved back to New York to study anatomy at the Art Students League. This gave her a chance to respond to her desire to paint realistically. This technique was ignored in her previous art education. â€Å"Flack writes: ‘I always wanted to draw realistically. For me art is a continuous discovery into reality, an exploration of visual data which has been going on for centuries, each artist contributing to the next generation’s advancement. I wanted to go a step further and extend the boundaries. I also believe people have a deep need to understand their world and that art clarifies reality for them† (Sheldon 1.) Flack has long since moved beyond the strict regulations of what photore... Free Essays on Audrey Flack Free Essays on Audrey Flack Audrey Flack Audrey Flack is often referred to as one of the leading artists of Photorealism. In the 1960s, Audrey Flack began her career in the realm of Photorealistic art even though her earlier training was in abstract expressionism. She interpreted the photographs but reworked them into more expressive representations. Audrey Flack was born in New York City in 1931. She knew she wanted to be an artist even as a child. Despite her family’s lack of enthusiasm she pursued her art career. â€Å"Flack attended the High School of Music and Art, where she won the St. Gaudens medal† (Sheldon 1.) â€Å"Following graduation from Cooper unions she where she was a top student, she was recruited by Josef Albers to participate in the fine arts program at Yale† (Sheldon 1). Josef Albers is a renowned color abstractionist. This didn’t stop her from painting realistic things and she returned to figurative painting as early as 1952. Flack graduated from Yale University’s School of Art and Architecture in 1952 with a B.F.A. Flack also received her doctorate in 1977 from Cooper Union. After Cooper Union, Flack moved back to New York to study anatomy at the Art Students League. This gave her a chance to respond to her desire to paint realistically. This technique was ignored in her previous art education. â€Å"Flack writes: ‘I always wanted to draw realistically. For me art is a continuous discovery into reality, an exploration of visual data which has been going on for centuries, each artist contributing to the next generation’s advancement. I wanted to go a step further and extend the boundaries. I also believe people have a deep need to understand their world and that art clarifies reality for them† (Sheldon 1.) Flack has long since moved beyond the strict regulations of what photore...

Law, Governance, Regulation and Ethics Essay Example | Topics and Well Written Essays - 1000 words

Law, Governance, Regulation and Ethics - Essay Example The first issue raised in â€Å"Wall Street’ is based on the ethics which are broken throughout the film. The ethics that are associated with the movie include gathering confidential information about the stock market. This is done not only by obtaining illegal information but also includes breaking into offices and taking confidential information. This is first done by Gekko and is later followed by Fox with the desire to move up with his placement in the corporate world. The approach which is taken is one which is based on a combination of legalities and ethics. According to the law, there are requirements with confidentiality that are put into place. This is to protect businesses with privacy and from unfair deals which may occur without the companies knowledge. This is followed by private property rights which make it unconstitutional for an individual to take information. By breaking these ethical considerations, there is a break in both government and corporate regulati ons while harming others that are a part of the main process for obtaining information (Nelson, 2005: 3). The concept of ethics on a legal basis is important to note because it combines with individual behaviors, legalities and responsibility that is a part of the corporation. The work of Fox becomes important because he is a representative of the company which he works for. When he takes the private information through illegal information it causes him to be a representative of the company, leading to a direct overlap between ethics and corporate governance (Mullerat, 2010: 48). However, this becomes misunderstood as his actions lead him to a raise and as one of the best performers of the institute. More important, the response from the country which has gained prestige in the market is interested in hiring Fox after his sentence because of the work which he has done. The actions taken by the corporations reflect directly in the understanding of what it means to be legally responsi ble and to be honest and fair in different dealings. The actions taken with the main characters show that there isn’t an understanding of the ethical responsibilities of individuals as well as how this reflects in the corporation. The importance of the private interactions and the association with the ethical considerations with governance is important to note because of how it affects others who are a part of the company. This becomes the main battle that is associated with ethics. From the viewpoint of both Gekko and Fox, there is the belief that â€Å"greed is good.† However, there are also others who are harmed from this, including the reputation of the businesses, the customers who respond to the dealings and the others who have to pay for the information which is taken and the deals which follow. The concept of corporate citizenship becomes the main component with the actions taken. This states that an individual who is in a business is not only responsible for m aking money or representing the company. The information which is taken, actions which are violated and the unfair dealings reflect directly with the citizen relationships and how others are affected. The corporate governance is one which leads to individuals having a sense of responsibility toward the company, stakeholders, customers and others affiliated with the business. If the

The Enduring Wisdom of the Spiritual Master Essay

The Enduring Wisdom of the Spiritual Master - Essay Example She attributed her recovery to St. Joseph, to which she remained devoted. However, her life changed after she experienced â€Å"the sorely wounded Christ’s† vision. After experiencing the vision, Teresa encountered a number of ecstatic experiences that influenced her into focusing more on the passion of Christ. The visions acted as her impetuous that influenced her into setting herself to the reorganization of her order. She began this reformation by attempting to master herself, as well as adhere to her rule. She tried to create a primitive Carmelite by gathering some of her Sisters in Carmel to concretize her idea of a monastery. She received support from St. Peter of Alcantara, her confessor and a number of learned individuals as she started to work towards the achievement idea. This idea materialized in 1562 after the clothing of the four novices and the opening of St. Joseph Monastery. Teresa’s external activities were adjunct to her internal spiritual graces (Cannata 2). The realization of her idea made her happy, after which she tenaciously resisted several revelations for about two years. Subsequently, she experienced the initial intellectual and non-intellectual visions depicting Christ’s humanity. This humanity became the heart of her loving attention, as well as the source of the intimate graces she was able to enjoy for several years. Her possession of the love of God created in her an enormous desire to see God and to die so that she could see Him. These graces were necessary for sustaining her as she was trying to actualize and reinforce her reformation work. Teresa received confirmation for the will to work courageously for God’s glory since her intention was to save the many souls that were being lost. Upon visiting Avila, John Baptist Rossi authorized Teresa to establish other monasteries of nuns. This authorization led her to institute several monasteries