Mini Weird Food, Unknown Language, and Unearthly Food free essay sample

Gazing at the unnatural city, I walked through the streets feeling lost and forgotten. There was no one familiar. How others spoke was like trying to understand a newborn baby, impossible. I didn’t know how I was going to survive in this dreadful town. The clothes were shocking and I would never be caught dead walking with the ugly long dresses that every women and girl wore on a daily basis. The food looked like hair that was pulled out of a ten-year-old drain, and I thought, why would someone want to eat this food? I had the worst perspective on the town and didn’t even take a second to respect what they do in their culture and city. I know that this sounds like something that is normal to us, but just wearing shorts and a t-shirt made you feel like you were showing everything compared to the citizens of Qatar. We will write a custom essay sample on Mini Weird Food, Unknown Language, and Unearthly Food? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I only thought about America and what I thought was the only way to live. I insisted that my family needed to give up trying to figure out this town and the people in it. No one was respecting us and no one could understand what we were trying to tell them. We hopped into our white Range Rover like we owned the city and sped down the road like we didn’t even see any other object. We drove passed hundreds of old, crummy, and vile houses that I was praying to God weren’t like ours. I was acting so spoiled, rude, and judgmental, I had no honor for what their style was and thought the only way to live and design was like it was in America, the people had no life’s, the town was like the ghetto of the world, and they seemed to all own camels, I rudely thought to my selfish self. As we slowly drove up to our gorgeous new shiny as glass house, I couldn’t believe that I thought my parents would even think about buying any other house. The house was shinning in the path of the sun, bricks smooth as peanut butter, and prettier than a newly bloomed flower in the sunset of the sky. We were going to have to go to school and that day was tomorrow. It was Sunday night; Monday was going to be the ultimate first day of elementary school, in Qatar. The last thing that I wanted to do was go meet strange kids who are going to try to talk to me with their long white dresses and covers on their face. I couldn’t understand them; they acted like I didn’t fit in. The outside world was like an unreliable setting where you couldn’t talk, look, or even ask anyone anything; to me it was like they didn’t even want you to be there and they seemed very racist towards American. When they saw that you were from America it was all downhill from there, they would be rude, snotty, and unfriendly towards you. When you are in a foreign country, you don’t know their rules, you can’t just decide to do something that you think might be right. The traditions that each country follows are what make us all different. They are not all the same as Amer ica and that is something that you need to be very careful respectful of. It was so different moving from my old rustic town of Albuquerque, to the up-town, high business town of Doha. They were two totally opposite countries and they were both my homes. They don’t seem to have anything in common, it was not that Qatar was a bad or not normal town they just seemed to do things differently. Moving out of America really opened my eyes to the world around me. Each person has a different perspective and has different beliefs. The longer I lived in Qatar, I realized that while living through all the different cultures, traditions, and styles that when people have their own way of living. It may not be the way that you think, they just are brought up and taught the way the family and city is normally. In Qatar, I was always convinced that just because the sales people, waiters, and mangers in the cities stores and restaurants were rude to me, but really I just had my set to that. I never even tried to think about them positively. Living through all the changes and different atmosphere really changed my perspective on the world around us. Not only does each country have different traditions and ways of life, but also we need to respect how they live. Just because we may not think this is they way people live,but they know how they want to walk the earth and it is not our job to tell them how to. Honor, character, and fairness are needed when you are representing your country to the world around you. There is no need to judge the people that are not like you because when you don’t give them a chance you may not be really finding out who they are.

Becoming a Licensed Practical Nurse

Becoming a Licensed Practical Nurse Have you zeroed in on the field of licensed practical nursing as your chosen career path to pursue? If so, you’ve made an excellent choice! Licensed practical nursing is a challenging and rewarding field with diverse responsibilities, strong professional growth potential, and opportunities in a wide array of venues. It’s also a growing field, as the demand for licensed practical nurses is increasing across the country in a variety of specializations and disciplines. That said, if you’re just starting out in your quest to become a licensed practical nurse (LPN), you might have some questions. How do you get started and break into the field? What are the requirements for becoming an LPN? What career options are available to those who have qualified to work as an LPN?Keep reading, as we’ll explore this interesting and important career field and provide some answers to these questions, so you can move forward in your career journey.Career backgroundLPNs are hi ghly trained and capable health care professionals who provide a wide range of support and care services to a diverse range of populations in need, from babies and young children to adolescents, young adults, adults, and older individuals. Within these various patient demographics, licensed practical nurses have opportunities for employment in many settings, including hospitals, group homes, doctors’ offices, veteran care and assisted living facilities, nursing homes, health care clinics, and more. LPNs are typically part of an integrated health care team that includes doctors, other nurses, specialists, therapists, and health care support personnel.Individuals who pursue careers as licensed practical nurses typically demonstrate an interest and desire to provide care to individuals and find fulfillment in helping others. It isn’t uncommon for future LPNs to begin their career paths early, often through volunteer positions or internships in health care settings, which offer valuable glimpses into what life as an LPN would be like.Job responsibilities for LPNs can vary greatly, depending on experience level and care setting, but can include patient intake, managing and updating medical records and patient charts, patient care management and planning, obtaining vital signs and performing initial assessments, administering medications, helping with basic activities of daily living including eating, bathing, dressing, and toileting, changing bandages, health monitoring, assistance with exercise and therapy programs, and a host of other patient assistance tasks as needed.Career outlookIf you’re looking for a career field with room for growth and advancement opportunities, then pursuing a position as an LPN can be a great move. According to 2016 data provided by the Bureau of Labor Statistics, there are more than 700,000 working LPNs across the United States, and that number is expected to rise significantly over the next decade; the field of el der care is expected to see the most significant gains, as medical advancements help individuals live longer than ever before. Another significant reason for the increase in demand for LPNs is the rise in diet and nutrition-related issues that require medical treatment, such as diabetes and obesity.If you choose to pursue a career as an LPN, you can expect your annual salary to be somewhere in the $32,000–$60,000 range; again, your experience level, the state that you’re employed in, and the healthcare setting you work in will factor into your compensation.If you’re trying to decide the type of healthcare setting you’d like to work in, consider the fact that industries that employ the highest numbers of LPNs include nursing care facilities, physicians’ offices, medical hospitals, home health care service agencies, retirement facilities, and psychiatric and substance abuse hospitals. Although there are opportunities available in every town, city, an d state in the country, in both urban and rural settings, the highest concentrations of LPNs are in the eastern portion of the United States and California.What it takesOkay, so if the previous information sounds like a good fit for you, and you’re eager to move forward, let’s review the steps required to become an LPN. First off, requirements vary by state, so make sure you thoroughly review the requirements in the state you decide to pursue employment in.Typically, LPNs have graduated high school or have earned a high school equivalency diploma, and have completed a degree program or intensive certificate program in nursing. Make sure the educational program you pursue is approved by your state. The good news is that there are a wide range of certified programs in most states, with programs being offered by community colleges, technical schools, junior colleges, and hospitals. These programs typically last a minimum of one year, and include a mix of classroom-based l earning and practical hands-on experience under the guidance of an experienced and licensed professional. Admissions requirements for LPN programs vary by institution. The Internet is a great source of information regarding approved LPN education programs in your state, and what it takes to gain admission.Should you choose to pursue an LPN educational program, expect to be required to complete coursework in nutrition, human growth and development, medical terminology, physiology and anatomy, pharmacology, and nursing care for children and adults. You may also be required to take additional classes in science, mathematics, and English.The next step towards employment for individuals who complete an approved LPN program is to take and complete the NCLEX-PN- the National Council Licensure Examination for Practical Nurses.The NCLEX-PN exam, administered by the National Council of State Boards of Nursing, is a 5-hour, intensive, computer-based exam that tests the knowledge and skills obt ained in an LPN educational program. This multiple-choice exam, which is a core requirement in all states for becoming an LPN, is arranged into four major client needs categories: Safe and Effective Care Environments, Physiological Integrity, Psychosocial Integrity, and Health Promotion and Maintenance.Across the NCLEX-PN exam, the following fundamental process areas, which are essential for professional practice as an LPN, are tested: Clinical Problem-Solving Processes, Caring, Communication and Documentation, Teaching and Learning, and Culture and Spirituality. If you’re worried about taking such a high-stakes exam, don’t fear- there’s a wide range of test preparation services available to guide you on your journey.Once you complete your educational program, pass the NCLEX-PN, and obtain licensure, you’re ready to pursue available job opportunities in the field! Keep in mind that there are opportunities to obtain additional professional certification in specialized areas of the LPN field, including long-term care, hospice and palliative care, immunization, IV therapy, pharmacology, dialysis, neonatal education, gerontology, and more, which will help broaden and improve your career opportunities. As health care and medicine is a dynamic and ever-evolving field, LPNs are expected to stay knowledgeable and up to date on advances in the industry.The bottom lineHopefully, after reading all of this information about the LPN field and what it takes to become an LPN, you have a better sense of whether or not it’s the right career path for you. If you’re now more convinced than ever that becoming an LPN is right for you, then use the information here to help guide you along your path to career success. Good luck!

Biography of Fashion Designer - Manolo Blahnik Essay

Biography of Fashion Designer - Manolo Blahnik - Essay Example The essay "Biography of Fashion Designer - Manolo Blahnik" discovers the Manolo Blahnik's biography. Together with Evangeline, his younger sister, they both underwent education at home since their family often travelled to Paris and Madrid. It was during those times when his interest in shoe-making started under the influence of his mother improvising and making of Catalan espadrilles from ribbons and laces. Blahnik enrolled for a politics and law major at the University of Geneva but later shifted to literature and architecture. After graduating in 1965, Blahnik moved to Paris to study art at L’École des Beaux-Arts and L’École du Louvre while working at GO, a vintage clothing store. In 1968, he moved to London and enrolled at a language school to master the English language but spent most of his time watching films in the Leicester Square cinemas. To step up his career of becoming a stage set designer, Blahnik went to New York to present his portfolio of drawin gs and set designs to Diana Vreeland, then editor of US Vogue. Vreeland looking at Blahnik’s designs exclaimed: â€Å"How amusing. Amusing. You can do accessories very well. Why don’t you do that? Go make shoes. Your shoes in these drawings are so amusing†, referring to a sketch of a fantastical shoe which crept up the ankle entwined with ivy and cherries. After that inspiring moment, Blahnik went back to London in 1972 and begun designing for Zapata, a boutique on Old church Street in Chelsea (Craven). He started designing men’s shoes.... Ossie Clark, a flashy fashion designer, was quick in noticing Blahnik’s talent and so requested for Blahnik’s designs for his next runway show. Eventually, Blahnik’s shoes got popular for Vogue editors even for a vintage Hollywood star like Lauren Bacall. He was more inclined to learn the craft of shoe-making, and thus, searched for a manufacturer in Walthamstow, north east of London to perfect this skill. Thereafter, British Vogue made Blahnik as the first man ever to appear on its cover in 1974 (Design Museum). A year before being the cover of the famous magazine, Blahnik bought Zapata from its owner with the help of a ?2,000 loan. He ran the business with his sister, Evangeline. The designer continued working with the big fashion icons like Jean Muir, Fiorucci and Ossie Clark. Slowly, he made his market in the US by creating a collection for Bloomingdales in 1978, opening his first store at Madison Avenue, New York in 1979, and designing shoes for Perry Ellis in 1980. Blahnik’s business took off in the US in the early 1980s when George Malkemus, a young copywriter, became his US business partner, leaving him and Evangeline taking charge of the business in Europe. Blahnik’s fame became unstoppable as he was also designing shoes for Calvin Klein’s collections in 1984 (Design Museum). Years after, the designer’s creativity and hardships were recognized as he received a special award from the Council of Fashion Designers of America (CFDA) in 1987, Accessory Designer of the Year by the British Fashion Council in 1990 and 1999, La Aguja de Oro (The Golden Needle) in Spain in 2001, and La Medalla de Oro en Merito en Las Bellas Artes by Juan Carlos I in 2002. He was also honored with a retrospective exhibition of his drawings, memorabilia and

'Team-work forces employees to internalise managerial controls' Essay

'Team-work forces employees to internalise managerial controls'. Critically analyse this statement - Essay Example A synonym often used for management control is internal control.† (Havens, 1) The manager is the one that is normally in charge of this work. As he monitors the activities, he is able to make changes or corrections wherever he sees it necessary. This work of control helps the company know how well they are performing in connection with the goals of the company. Control helps the organization to adjust to the change of environment, reduce the build-up of error, cope with the complexities of the organization, and lastly to reduce the costs. In order for control to be successful, certain steps have to be followed. Standards have to be established, performance of the workers should then be measured, then a comparison between performance and standards should be done, and lastly, the manager should determine if there is need for modification of behaviour. The scope of the control involves a variety of areas. There is the control over the organizational policies; most companies will t estify that this is done through their policy manuals. Then there is control over the organization or the company, and this is done through the chart or manual of the company. Then there is control over the employees, this is because the basic definition of management is getting the work done through the people that are working for the company. There is also control over the income or salaries of the employees; this is done through the personnel department. There is also control over the costs, this work is done through the cost accountant, it is this individual who sets the cost for the materials and labour, and he does this by comparing it with the standard costs. There is also control over methods; this is done by holding a periodical inspection of the work of each department. Then there is control over capital spending, this is done through grading different projects and determining where the capital should be spent. There is also control over the production, it is in this area that effort is exerted to make simple and explain the line of products. There is also control over research and since this work is technical in its essence, no direct control is given to it. There is also control over external relations; this work is done through the public relations department. And lastly, there is overall control, this is done through a master plan, all the departments are obliged to participate in this overall procedure. As the years have gone by, management control strategies have also improved. â€Å"Organizations often use standardized documents to ensure complete and consistent information is gathered. Documents include titles and dates to detect different versions of the document. Computers have revolutionized administrative controls through use of integrated management information systems, project management software, human resource information systems, office automation software, etc. Organizations typically require a wide range of reports, e.g., financia l reports, status reports, project reports, etc. to monitor what's being done, by when and how.† (Mcnamara, 1) This and many other technological improvements that have come due to the growth of technology have helped modify and make better the management control system. And hence, it has proven to be a very effective and reliable system, one that is able to ensure that all the goals of the organization are met in a short period of time. Unlike the previous years where the progress of organizational goals was very slow. This

Efficacy of Pyridoxine(vitamin B-6)in the treatment of premenstrual Article

Efficacy of Pyridoxine(vitamin B-6)in the treatment of premenstrual syndrome - Article Example Premenstrual symptoms are those symptoms that a woman experiences before her menses. This syndrome occurs in the days leading to the woman’s period. The symptoms include nausea, headache, pain in the lower abdomen and a feeling of being weak among others. There has been a recent study on these effects and vitamin B-6. It need to be proven that this vitamin has an impact to the premenstrual syndrome though it is believed it affects as will be seen in the essay. (Patricia O Chocano-Bedoya, May 2011). The subject is a current research that has been carried out by the department of health in the United Kingdom. This study involved a group of nine women out of nine hundred and forty women patients who had premenstrual syndrome. This study was important to compare the effects of vitamin B-6 to other methods and vitamins of reducing premenstrual syndrome. The study was important as it was aimed at bringing out the real picture of the effectiveness of vitamin B-6. It brought out the negative impacts of vitamin B-6 in the body of women. It shows that high levels of vitamin B-6 in the body are dangerous and can lead to serious health problems. The message of the study was to avoid the usage of the vitamin in the treatment of the premenstrual syndrome. (Patricia O Chocano-Bedoya, May 2011). The subjects to this study were the women in United Kingdom who used vitamin B-6 in the treatment of the premenstrual syndrome. There were several results to this research. The results are an outcome of the many trials conducted. Through trials the reports of unpublished and published reports were searched through the use of medical databases to try B-6 in controlling premenstrual syndrome. The data extracted from each trial was made sure that it met the criteria of inclusion whenever discrepancies through insufficient data for inclusion a was noted the authors were contacted to Shed more light with regard to the data In question. Dosage data

Computer-aided learning within education

Computer-aided learning within education CAL stand for Computer Aided Learning and in many cases referred to as Computer Aided Instruction as well [Bachman, 1998]. An in depth review of the literature suggests that there is no concrete definition of CAL as such. Many researchers have explained what can be achieved by CAL and how it can be done but no one has really tried to define CAL. Computer Aided Learning in simple terms can be described as an aid or assistance towards the learning process using a computer. It is very important to note here that we are using the word aid. Here aid is important because while using computers in the learning process no attempt is being made to replace the teacher or lecturer and the computer is used as an aid only. Computer aided Learning has been promoted in a number of ways for teaching and learning purpose. Some of these include Problem Based Learning [Schor et al, 1995], teaching basic anatomy [Stanford et al, 1994], supplementing lectures and tutorials [Shannon, 1990] etc. It is important to note that CAL should not be considered as a single program or application that fulfils a certain task as desired by the user. CAL can be a single or series of programs or application which acts as an aid to the overall learning process. Historically, it was in the early fifties during the last century that human beings used any kind of electronic device to perform a mathematical calculation. As soon as this was realized a series of developments took place and soon the computer came into being. People realized the immense potential computers had and started to use it in almost every field. Researchers openly stated that the use of computer for educational purpose would change the face of education in a very short span of time. Schittek (2001) points out that it was not until august 1981, when IBM presented the microcomputer IBM PC (personal computer) that the use of computers for educational purpose started to develop. Researchers like Papert (1994) then suggested the use of classroom computers and abandon the worksheet curriculum. As a common belief the researchers in favor of CAL believed that computer had the potential to stimulate and support various educational goals. The crucial question at that time and even n ow is that which goal/s should be selected? It was very important to select the goals appropriately as the choices made would have an immense effect on the childrens minds, their learning styles and on the education process overall. The educational goals that could be achieved using computers 20 years back were limited due to technological barriers. With an exponential growth in technological breakthroughs and growing experience in using these computers for education the statements made during the last quarter of the 19th century makes a lot of sense now. Technology is no more a barrier today and it is up to the academicians to use it appropriately to meet the desired educational goals.There were many detractors for the use of computers in education as well. One of the primary reservations was the concept that computers will eventually replace the traditional teacher or lecturer. Other reasons include the reluctance to change their mindset to accommodate something new in the curricu lum. These researchers felt that computers were a challenge to the existent educational practices at the intellectual, social, economic and pragmatic levels and hence favored the traditional methods over the use of computers. The supporters of CAL argue that we never questioned the fact that blackboard or books will replace the teacher then why are we so opposed to the use of computers in education? Even today these groups of people are outnumbered by the detractors and are continuing their effort to justify the numerous advantages that computers can bring in to the educational curriculum. This is even more evident from the fact that there are today a number of CAL programs available on the market, However it seems that the development of CAL is based on the work of very few individuals rather than being a part of the facultys ICT strategies [Plasschaert et al, 1995] 1. Game-based learning: Generally, games satisfy the basic requirements of learning environments identified by Norman (1993) and can provide an engaging environment for learning. Games should provide possibilities for reflectively exploring phenomena, testing hypotheses and constructing objects.2. Computer simulations: Grimes et al.(1988) studied the effects of a textbook-based software package in two classes of the Introductory Macroeconomics course. Their results indicate no statistically significant difference in learning between the experimental (software users) and control (non-users) groups. Finally, Grimes and Wiley (1990) conducted an experiment using a textbook-based simulation package in the Introductory Macroeconomics course. Their results indicate a statistically significant difference in overall attitude and performance between students who did and did not use the simulation software.3. Animations: One particularly promising capability of computer based learning is the a bility to integrate animation as part of instruction. Authoring application programs have made animation readily accessible to any educator who has the patience to learn how to use the application (Sturman, 1998).Some other forms of Computer based instruction include Virtual Seminars/ Video conferencing, Drill and Practice and Problem Solving. The role of CAL in education is recognized and appreciated by more and more people as time passes by. CAL has taken several forms depending on the available technology available as described earlier. Hence its role in education has also varied over time. In its infancy CAL was used as a knowledge bank of questions and the students could self-assess themselves. Apart from this other computer related activities were not really adding to the learning process of the students. With the advent of multimedia the role of CAL was extended and it was used to display simulations and animations to the students which were otherwise not possible for the students too see in real-time. This was seen as one of the most important reason to include computers in the classroom lecture as far as the teachers were concerned. Apart from this the teachers and the lecturers are generally very reluctant to incorporate CAL due to several reasons as discussed by Heywood and Norman (1988). First of all they feel that the available software does not match their exact criteria to meet specific curriculum goals. Secondly it is very time consuming process for them to learn the technology first and then convert the existing material they have in CAL format. Heywood and Norman (1988) found that the second factor was not a result of added workload but was more due to the confidence in their own abilities in the use of the technology. This essentially means that while the government is actively promoting the use of CAL in the curriculum it should also lay the guideline on how to do it and train the educators in the first instance.There is little doubt about the growing importance of CAL in education as research shows that CAL can have positive influence on the student learning [Devitt and Palmer, 1998]. Devitt further added that providing study material in computer format can improve knowledge on the subject. Ideally the role of CAL in education lies in the hands of the academicians. The role that these Educators give to CAL will determine the limits of its achievement. What makes a successful CAL?Some of the main pedagogical and economical forces that have driven the push for universities and schools to adopt and incorporate computer aided learning include:Greater information access The World Wide Web has made it possible for people to access primary sources of information on demand. Mastery of this tool has become essential in order to gain access to an ever-growing body of recent and up-to-date knowledge available electronically.Greater Communication facilities Interaction between academic staff, colleagues and students can be structured and managed through electronic communications to provide greater access and flexibility (Bates 2000)The quality of teaching New technologies have gained much attention from academic staff as they perceive their use will lessen their problems of high workloads, increased student to teacher ratio and use of inexperienced staff to teach (Bates 2000). There is ample evidence that well designed multimedia software can be more effective than traditional classroom methods, where students are able to interact with the software and learn at their own pace. Integrated effectively into the classroom environment, ICTs can facilitate higher order thinking skills and develop new ways of learning (Barron Ivers, 1996; Bates, 2000)Asynchronous learning This initiative has enabled institutions to cater for a variety of students by removing the barriers of time and distance. Students who are normally geographically disadvantaged have access to a variety of resources not usually at their disposal (McNaught et al., 1999; Bates, 2000).Pedagogical Improvement and staff renewal Teaching staff are able to preset information using a variety of tools in order to better relate to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation software. Advantages of CALOne of the main advantages of Computer aided learning concerns the time, the place and the pace with which one can learn. A few more advantages of CAL identified by other researchers and authors are listed below:1. Provision of alternative teaching techniques. The computer can utilize a number of teaching methods and materials that may not be viable to use in a traditional setting. For example, a graphics display terminal using animated characters on a screen is a stimulating tool [Deaton, 1991].2. Individualized instruction. Learning is significantly more effective and efficient when instruction can be tailored to the unique needs of each learner. CAL enables students to go through specific lessons at their own pace [Semb et al, 1991].3. Ability to conduct simulations. In a national survey on the use of CAL in Dutch institutions of higher education, de Jong et al (1992) found that the most popular form of CAL was simulation. One of the reasons that simulation is so popular could be that it is the only type of CAL in which the program adds something to the curriculum that a teacher cannot offer.4. Providing instructions on demand. The computer can provide virtually unlimited accessibility to educational material. The computer’s availability is not constrained by the same factors that place a limit on a teacher’s time. Whereas a teacher is available only during specific hours, in a specific place, and usually for group lessons, a computer is available for use at all times and on an individual basis and in many places [Stern and Stern, 1983; Telfer and Probert, 1986].5. Flexibility is another reported strength of CAL (Petrides, 2002; Schrum, 2002). Petrides (2002) stated that participants reported it was easier to work in collaborative groups in an online course without rearranging everyones schedule as one might do in a traditional face-to-face course.In a study conducted by Coyner and McCann (2004), learners feedback on four cours es was taken and different advantages and challenges associated with learning and teaching online were noted. Computer-aided learning can be considered as a part of online learning. The acronym ACCOMMODATE signifies the advantages identified (Coyner and McCann, 2004).A Accessibility. Computer aided learning provides the students with access to the material 24 hours a day.C -Convenience. Students can work and study according to their own time schedule and their convenience.C Critical Thinking. Critical thinking techniques are enhanced as the students have the associated data and information available to them 24 hours a day.O Offers. Students are aware of all the components of the course and they can compare themselves with others.M Model. Future use can be enhanced with CAL.O Organization. Course can be organized much before the starting of the particular course.D Dependence. All the necessary resources are available to the students and sot he dependence on the teachers is decr eased.A Accountability. Any online course provides a lot of information about the users and so the students accountability can be checked easily.T- Technology. Students acquire good technological skills.E Encourages. Students can work in teams and it encourages more participation. Some people feel that if students spend the bulk of their time interacting with a terminal, rather than with people, they can lose touch with what others are doing and feel isolated and alienated [Telfer and Probert, 1986; Chambers and Sprecher, 1990]. Even though the costs of hardware and software have significantly decreased in the last few years, an extensive capital investment is still required for implementing and using CAL [Shlechter, 1991]. The results of several studies have shown that teachers lack time to get to know CAL programs [Cox et al, 1988], prepare and integrate CAL [DAmico, 1990], develop software, and set up or maintain equipment [Hammond et al, 1992]. Inadequate training of teachers has contributed to a lack of computer use. Training should not be about computer or technology alone but about how computers can help in teaching the subject matter [Brancum, 1992]. A survey conducted by Plomp et al (1990) revealed that the resistance of teachers against computers was a constraining factor to implementing CAL. Participants in Hara and Klings (1999) qualitative case study of a Web-based course at a major U.S. university reported lack of immediacy in getting responses back from the instructor, and as a result they felt frustrated. Recent studies indicate similar results. For example, in Vonderwells (2003) study, one reported disadvantage of an online course was the delay of immediate feedback from the instructor. Comparison of traditional learning skills and CAL skills What traditional classroom learning achieves: The teaching strategy that has been used for centuries is lecturing an expert telling the students what they should know. A teachers personal enthusiasm for a subject can be transmitted through non-verbal behaviors such as eye contact with students, voice projection, body language and story telling (Stephenson, 2001). The physical presence of the lecturer in the classroom creates a sense of responsibility to the students towards the subject and they can be provoked and stimulated by observing an expert teaching and demonstrating them. One of the major advantages of lectures is that the learners can get response to their queries there and then. While in Online learning this is not the case. Some studies have shown that students complain about the workload required by self-study in the Web-based instruction (Nachmias et al, 2000). What Computer-Aided Learning achieves Generally classroom teaching has a high teacher-to-learner ratio which leads to less interaction between teacher and learner. One to one relationship is emphasized more in Online learning than in classroom lectures. According to Tiffin Rajasingham (1995), the traditional classroom teaching means that besides organizing a place for learning, it is necessary to organize when teachers and learners meet and how they use their time. Typically, classroom instruction provides a set group of students with a set chunk of instruction on set sates for set period of time. Here one can visualize the importance of online learning by comparing the efficiency of this scenario with providing the information the individual learner wants, when the learner wants, at the pace the learner wants, for the length of time and with the frequency that suits the learner. In a study conducted at the University of Akron (Coyner McCann, 2004), several advantages of conductin g an online course were analyzed. According to their study, the learners can access the online course information at any time of the day and they can work at times/locations convenient to their lifestyle. They are no longer instructor dependent for information, resources and materials. Emphasis on threaded discussions, chats and forums encouraged learners to work together. According to a study on improving online learning (Song et al, 2004), participants reported that it was helpful not to have to travel to the campus. The ability to complete assignments and tasks at anytime was another reported strength. The benefits of CAL are many including cost-effectiveness, enhanced responsiveness to change, consistency, timely content, flexible accessibility, and providing customer value (Rosenberg, 2001). Most of the studies on the assessment of students attitudes towards online computer-aided instruction have concluded that such courses compare favorably with classroom-based instruction and enjoy high student satisfaction (Phipps Merisotis, 1999). Also some potential value can be added to online learning by providing the opportunity for guest experts from around the world to share and contribute to a class by posting excerpts of articles, statements and so on (Paulsen, 1995). According to a study conducted by Ross and Schulz (1999), it was concluded that computer aided instruction is not suitable for all learners. Studies show that some learners have difficulty adapting to computer aided learning. Hoffman and Water (1982) stated that computer aided learning is suited for individuals who have the ability to quietly concentrate, are able to pay attention to details and have an affinity to memorizing details. According to Gregorc (1985), a computer cannot represent a teacher who may be able to troubleshoot and modify the lesson according to the students needs. He adds that students who cannot meet the demands of the system are denied access to the content and goals and are vulnerable to possible psychological damage. Children can therefore become victims of a medium which is offensive to them. They are at the mercy of the machine. Also Regular lecture meetings provide structure to the working day, and some implicit information about the rate at which factual material can reasonably be covered and assimilated.Advocates of CAL claim it gives students control over when and where they learn and the pace of their learning (Smart, 1997; Adnanes Ronning, 1998). One of the main features of computer-aided Learning is its capacity to individualise instruction to meet the specific needs of the learner (Rasmussen and Davidson, 1996). According to a study conducted by Dewhurst et al (2000), Students moved more towards agreeing with the proposition that the Computer aided learning would allow them to work at their own pace, perhaps favouring their own particular learning style, and that it offered greater flexibility, enabling them to choose where and when they studied. CAL constitutes an appropriate and acceptable alternative to conventional classroom learning and the students having little previous practical experience with such learning and study approach can appropriate it readily.Whether CAL is better than traditional classroom learning is a d ebatable question. According to a study conducted by Tjaden and Martin (1995), it is important to get direction from and interact with an instructor for introductions to topics and question-answer periods. But some phases of the learning process could be carried out more efficiently, at least time wise, with the aid of a computer program, whether it be hypermedia, multimedia or simpler tutorials. Many studies have shown that many students retain a preference for a `mixed economy’ in which the CAL plays a part alongside more conventional approaches. This is called Blended Learning which is discussed in detail in the next section. A variety of teaching methods exist in this society, (lectures, audiotapes, purely online, a mixture of both online and traditional classroom teaching) and it may be possible that students choice of the best teaching method varies with their personality differences. In such a case, the teachers should use a variety of methods to cater for the differences between the students. This is not easy but it is one of the strong reasons of supporting a mixture of both computer-based and traditional classroom teaching. There is no doubt that the physical environment has a surprisingly powerful influence on teaching. But, sometimes, lectures are relatively ineffective to inspire interest in a subject and are relatively ineffective for personal and social adjustment (Bligh, 1998). Thus, it has given way to blended environment in which the large lecture theatres are equipped with networked computers through which vast range of digitized information can be accessed. Even online learning environmen t is just another physical environment with more complexity and with more use of technology. But learners are not able to accept this environment fully because apart from making possible some kinds of activities like one to one communication with many different people it also restricts some activities like spontaneous spoken conversation.At its simplest, blended learning is the integration of traditional classroom face-to-face teaching with online computer based teaching. At the same time, there is considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts (Garrison Kanuka, 2004). Rosenberg (2001) emphasizes that people learn more effectively when they interact and are involved with other people participating in similar endeavors. CAL is powerful when both training and knowledge management are integrated, but even more powerful when integrated with classroom training in a learning architecture ( p. 117). He defines a learning architecture as the design, sequencing, and integration of all electronic and non-electronic components of learning to derive optimum improvement in competence and performance. Cross (2000) reports the learning process breaks down when untouched by human hands. CAL is not training by robot. Till now we have discussed about the existing technologies and its application related to CAL and how they are affecting or changing the process of education in general. In order to predict the future of CAL we need to look back at the past with two different view points, namely technological and educational. As far as technology is concerned, it is far ahead of the educational developments in terms of pedagogy. Today technology is talking in terms of virtual Universities and will soon be ready for deployment but development in educational policy to incorporate such technology is moving at a snails pace. There are many institutions that still use computers in education because they are supposed to do so as per the national curriculum. This by no means is of any help for the future of CAL and education in general. This can be primarily attributed to the difference of opinion that still exists between the educators in the use of CAL.The author of this report feels that technology is at a point where it can deliver most of the educational requirements but the problem lies in the educational process. Presently CAL is undergoing a transition from the acceptable state to the accepted state. In order to be referred as widely accepted and successful in the future, CAL has to be actively incorporated and effectively used in the curriculum to benefit and enhance the overall learning process. In February 2004, HEFCE (Higher Education funding Council for England) commissioned Glenaffric Ltd e-Learning consultants to undertake an initial analysis of the responses to consultation on the HEFCE (2004) e-learning strategy and produce a summary report. This report says: There is an overwhelming request for the strategy to emphasize blended learning approaches rather than wholly e-based learning, as this remains the most appropriate use of technology for learning in campus-based institutions. However, one response urges caution about the assumption that the currently fashionable term blended learning will be a long term concept of any value. There is still much debate about whether wholly computer aided learning will replace blended learning. Cross (2000) notes that the magic is in the mix but blended learning still has some aspects of traditional classroom learning which is often viewed as old fashioned, static and expensive to deliver.This research and discussion shows that not only is CAL of benefit to the students, but it can be used as a vital source of feedback to the lecturers if they are willing to accept it. Also CAL programs can be modified to provide greater assistance in the understanding of particular problems. CAL will definitely form an integral part of the education process in the future. Adnanes, M., Ronning, W. M. (1998). Computer-networks in education à  a better way to learn? J. Computer. Assisted Learning, 14, 148 157.Bachman, M. W. Lua, M. J. Clay, D. J. Rudney, J. D. (1998) Comparing traditional lecture vs. computer-based instruction for oral anatomy. J Dent Educ 1998: 8: 587-591.Barron, A., Ivers, K. (1996, June). An Internet Research Model. National Educational Computing Conference, Minneapolis, MN.Bates, A. W. (2000). Managing technological change: Strategies for college and university leaders. San Francisco: Jossey-Bass PublishersBrancum D., Educators used support to make computing meaningful. Macworld September, 83-88 (1992).Chambers J. A. and Sprecher J. W., Computer-assisted instruction: current trends and critical issues. Commun. /I CM. 23, 332 342 (1990).Cox M., Rhodes V. and Hall J., The use of computer-assisted learning in primary schools: some factors affecting the uptake. Computers Educ. 12, 173-178 (1988).Coyner, S. McCann P.L. (2004). Advan tages and challenges of teaching in an electronic environment: the accommodate Model. International Journal of Instructional Media. 31(3)Coyner, S. C and McCann, P. L. (2004). Advantages and challenges of teaching in an electronic environment: the accommodate model. International Journal of Instructional Media.D’Amico J. J., Three lessons I learned from a year of computer-based instruction. J. Comput.-based Instruct. 17, 103 109 (1990).de Jong T. et al., Computer-assisted learning in higher education in the Netherlands: a review of findings. Computers Educ. 19, 381-386 (1992).Deaton W. L. CBT and high education: issues, barriers and solutions. In Problems and Promises of Computer-based Training (Edited by Shlechter T. M.), pp. 215-231. Ablex, Norwood, N.J. (1991).Dewhurst, D. G., H. A. Macleod and T. A. M. Norris (2000). Independent student learning aided by computers: an acceptable alternative to lectures? Computers Education 35(3): 223-241.Gregorc, A. (1985). Inside Styles Beyond the Basics. Columbia, CT: Gregorc Associates.Grimes P. W., Krehbiel T. L. and Ray M. A., Microcomputer tutorials and student learning in the principles of economics course: an empirical experiment. Coffegiarr Microcompurer 6, 247-252 (1988).Grimes P. W. and Wiley T. E., The effectiveness of microcomputer simulations in the principles of economics course.Computers Educ. 14, 81-86 (1990).Hammond et al., Blocks to the effective use of information technology in higher education. Computers Edue. lg, 155-162 (1992).Hara, N., Kling, R. (1999). Students frustrations with a web-based distance education course. First Monday, 4(12). http://www.firstmonday.dk/issues/issue4_12/index.htmlHara, N., Kling, R. (2000). Students distress with a web-based distance education course. Information, Communication Society 3(4): 557-579. [Online]Available at: http://www.slis.indiana.edu/CSI/WP/wp00-01B.htmlHeywood, G. Norman, P. (1988) Problems of educational innovation: the primary teachers respo nse to using microcomputers, Journal of Computer Assisted Learning, 4, pp. 34-43Hoffman, J. L., Waters, K.(1982).Some effects of student personality on success with computer-assisted instruction.Educational Technology, 22(3),20-21.Nachmias, R., Mioduser, D., Oren, A., Ram, J. (2000). Web-supported emergent collaboration in higher education courses. Educational Technology and Society, 3(3), 94-104.Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley Publishing Co.Papert, S. (1994) The Childrens Machine: rethinking school in the age of the computer. London: Harvester WheatsheafPaulsen, M. F., (1995). The online report on pedagogical techniques for computer-mediated communication. Available at: http://www.hs.nki.no/~morten/cmcped.htm#bPetrides, L.A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. Int ernational Journal of Instructional Media, 29(1), 69-77.Phipps, R., Merisotis, J. (1999). Whats the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: Institute for Higher Education Policy [On-line]. Available at: http://www.ihep.org/Pubs/PDF/Difference.pdfPlasschaert, A. J. Wilson, N. H. Cailleteau, J. G. Verdonschot, E. H.Opinions and experiences of dental students and faculty concerning computer-assisted learning. J Dent Educ 1995: 5:1034-1040.Plomp T., Pelgrum W. J. and Steerneman H. M., Influence of computer use on schools’ curriculum: limited integration. Computers Educ. 14, 159-171 (1990).Rasmussen, K., Davidson, G.V. (1996). Dimensions of learning styles and their influence on performance in hypermedia lessons. Proceedings of the World Conference on Educational Multimedia and Hypermedia, USA, 800.Rosenberg, M.J. (2001). E-Learning: strategies for delivering knowledge in the digital age. New Yo rk, NY: McGraw-Hill Companies.Ross, J. L. Schulz, R. A. (1999). Can computer-aided instruction accommodate all learners equally? British Journal of Educational Technology, 30(1), 5-24. Schittek M, Mattheos N, Lyon HC, Attstrom R. (2001) Computer assisted learning. A review. Eur J Dent Educ. 2001 Aug;5(3):93-100. Schor, N. F. Troen P. Adler, S. Williams JG, Kanter SL, Mahling DE, Sorrows B, Skogseid I, Bernier GM Jr (1995) Integrated case studies and medical decision making: a novel, computer-assisted bridge from the basic sciences to the clinics. Acad Med. 1995 Sep;70(9):814-7. Schrum, L. (2002). Oh, What wonders you will see: Distance education past, present, and future. Learning and Leading with Technology, 30(3), 6-9, 20-21.Semb G. B., Ellis J. A., Montague W. E. and Wulfeck W. H., Self-paced instruction: perceptions, pitfalls and potentials. In Problems and Promises of Computer-based Training (Edited by Shlechter T. M.t, pp. 119 -137. Ablex, Norwood, N,J. (1991).Shannon, J. D. (1990), Small-group interactive computer-assisted teaching, Med Educ. 1990 Mar;24(2):148-50.Shlechter T. M. (Ed.), Promises, promises, promises: history and foundation of CBT. In Prohh’ms and Promises of Computer-based Training, pp. 1 20. Ablex, Norwood, N.J. (1991).Smart, C. (1997). Educational implications of the web. Life Sciences Educational Computing, 8(1), 13 14 (Newsletter of the CTI Centre for Biology).Song, L., Singleton, E.S., Hill, J.R. Koh, M.H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Highe r Education 7 (2004) 59-70Stanford, W. Erkonen, W. E. Cassell, M. D. Moran BD, Easley G, Carris RL, Albanese MA (1994) Evaluation of a computer-based program for teaching cardiac anatomy, Investigative Radiology 1994 Feb;29(2):248-52.Stephenson, J. (2001). Teaching Learning Online Pedagogies for new technologies. Stylus Publishing, Sterling, USA.Stern N. and Stern R. A., Computers in Society. Prentice-Hall, En

How I Learned To Become Literate Essay -- Personal Narratives Literacy

How I Learned To Become Literate As a six-month-old baby books had opened up a whole entire new world of experience for me. My inspiration to learn how to read and write was encouraged by my Mother and Grandmother. This is because they read out loud to me before bed occasionally and gave me the best time of my life by introducing me to a library. By two years of age I developed speech and other communication skills. This helped me understand and develop a favorite book, â€Å"PJ Funny Bunny,† and I would stare at the pages pretending I was reading them. I would continually pretend to read with other Dr. Seuss books, Smurf pop-up books (I imagined I was a part of these for hours), sniff & scratches, and sensory books. I had just begun encouragement to learn literacy. I always had a fascination when I would watch my Mother or Grandmother write (with their neat handwriting) or read something. I too, as a toddler, wanted to write just as well as they did. Therefore, I began writing on my games, play tables, and toy boxes (this was a big No, No). My Mother would in addition write out bills and use a calculator. Of course, I had to imitate her. But, any of this just wasn’t enough for me. I desired something more . . . I can remember I was extremely excited to begin school. It wasn’t fair to me that all the bigger kids that lived nearby got to go to school and I didn’t. Jealousy grew as I watched them out the front window of our house when they would return home with their happy school faces. This showed me school was fun and I was missing out on the greatest thing. It just wasn’t fair! I wanted to learn too! When I began Kindergarten I was prepared by knowing how to spell my name, recite and write the letters of the alphabet, and spell a few small words like, â€Å"CAT† and â€Å"DOG.† Our teacher, Mrs. Lowler, encouraged us to continue learning literacy by: sounding out letter or words, giving us more words to practice spelling, reading aloud to us every day, allowing us to take turns on the typewriter, recite poems and songs, take turns reading to each other, and finally writing a few small sentences. We also had a heartening contest that whoever read the most books would get a free pizza at Pizza Hut. There are two things I remember Mrs. Lowler did to encourage my literacy skills. One time she made us paint a picture and then we had to present... ...e a real feel for what it was like to truly be that character. Mrs. Paris also had us keep journals in class. Here she would give us a topic and we took about fifteen minutes to write our thoughts out. The fact that she took the time to write back to us made me excited and eager to write in my journal. This helped give me the idea to maintain a pen pal relationship with one of my friends from church. Throughout my years of learning literacy I have combined my knowledge into different experiences. I have written papers, articles for newspapers (16), read to younger to children, and much more. My own philosophy as a teacher is to be a â€Å"Reading Mentor† to my students. I want to show my students that literacy is fun to learn and expands your imagination. Without books we would not be able to have the ideas and thoughts we do today. There would be no creativity; as a result places like Disney World would not exist. I have learned so much from each of these teachers. The important lesson that I will pass on is to make learning an enjoyable and pleasant learning experience. Like Mrs. Paris, my Fifth Grade teacher, I want to show my students I love and enjoy what I am teaching them.

Patriot Act Pro

Pro Patriot Act There are many advantages for expanding governmental surveillance and investigative powers. For instance, there’s the possibility of gaining invaluable information for future attacks, and also the potential for targeting terrorists who may be responsible for such attacks. According to the American Civil Liberties Union (ACLU), â€Å"The FBI does not have to demonstrate probable cause, only declare it has â€Å"reasonable grounds† to suspect that library records may be relevant to an investigation. Supporters of such extreme measures believe in national security over privacy. They would much rather see a terrorist behind bars than protect their personalphone calls or bank accounts. Another claim is that the government wouldn’t investigate ordinary citizens, meaning that the law is exclusive to suspected criminals. Question: Do these claims qualify as being morally right? From the supporter’s perspective the answer is yes. The governmentâ₠¬â„¢s involvement is warranted in order to establish justice and ensure domestic tranquility (Department of Justice).The Act also provides increased funding for victims of terrorist attacks and their families, as well as for the rebuilding of business and infrastructure that are damaged by terrorism. The Patriot Act is divided into 10 separate sections known as â€Å"titles. † Each title contains numerous Sections that further clarify the provisions of the title. The emphasis was on being sure that should another attack be planned, the government would have the power to prevent it from being completed.Section 213 Sneak and Peek Warrants: this provision allows â€Å"sneak and peek† search warrants, which grants authorities authorization to search a home or business without immediately notifying the target of a probe. Investigators still have to explain why they want to delay the search notification and must eventually notify the target about the search (Abramson and God oy 2006). Under this provision the FBI is permitted to enter a home or an office in the absence of the occupant.During this secret investigation, FBI agents are authorized to take photographs, examine computer hard drives, and install a device known as the Magic Lantern. Once installed, the Magic Lantern, records all computer activity not just those transmitted over the internet. > This means FBI is not just searching anyone without a search warrant, the act states that they can search suspects of terror if and only if they have a reasonable reason and it is a terror, different from a crime.

New Place, Shakespeares Home in Stratford-upon-Avon

New Place, Shakespeares Home in Stratford-upon-Avon ​When Shakespeare retired from London around 1610, he spent the last few years of his life in New Place, one of Stratford-upon-Avon’s largest houses, which he purchased in 1597. Unlike Shakespeare’s birthplace on Henley Street, New Place was pulled down in the 18th century. Today, Shakespeare fans can still visit the site of the house which has now been turned into an Elizabethan garden. Nash’s House, the building next door, still remains and serves as a museum dedicated to Tudor life and New Place. Both sites are cared for by the Shakespeare Birthplace Trust.​ New Place New Place, once described as a â€Å"pretty house of brick and timber,† was built towards the end of the 15th century and bought by Shakespeare in 1597 although he did not live there until his retirement from London in 1610. On display in the adjoining museum is a sketch of New Place by George Vertue showing the main house (where Shakespeare lived) enclosed by a courtyard. These street-facing buildings would have been the servant’s quarters. Francis Gastrell New Place was demolished and rebuilt in 1702 by the new owner. The house was rebuilt in brick and stone but it only survived another 57 years. In 1759, the new owner, Reverend Francis Gastrell, quarreled with the town authorities over taxation and Gastrell had the house permanently demolished in 1759. New Place was never again rebuilt and only the foundations of the house remain. Shakespeare’s Mulberry Tree Gastrell also caused controversy when he removed Shakespeare’s mulberry tree. It is said that Shakespeare planted a mulberry tree in the gardens of New Place, which posthumously attracted visitors. Gastrell complained that it made the house damp and he had it chopped for firewood or perhaps Gastrell wanted to deter the visitors! Thomas Sharpe, an enterprising local clockmaker and carpenter, bought most of the wood and carved Shakespeare mementos from it. The museum in Nash’s House displays some of the artifacts said to be made from Shakespeare’s mulberry tree.

Free Essays on Outline Of Theology

What is â€Å"Theo-logy† – The study of God (what you believe about God). Who does theology? – EVERYONE Where do you see â€Å"theology?† TV – Dress – Are we temples of the Holy Spirit? Are we â€Å"capable† in ourselves to do things? Advertising Who is central to the universe? My comfort or God’s glory? What role does sex have in life? To be flaunted and revealed? A means of power and control? Simple self-gratification Public Radio Liberal commentaries – exalt the creation over the creator Conservative commentaries – exalt our â€Å"rights† over the common good Music Who’s the most important person? What is important in life? Presidential Speeches Does God â€Å"hear† the prayers of Jews, Muslims, etc.? In our daily lives†¦ What we say or don’t say How we spend money Who we â€Å"worship!† – Allah, a help-me-Jesus, or the LORD! Our relationships with opposite sex Our relationships with parents Are we full of fear about life? Do we worry? Do we work TOOOO much because we need security or riches? Do we act arrogantly in sports, school, or in our achievements because we think that WE are the ultimate cause of our successes? How we act towards our brothers and sisters – ex. Muslim boys How we act towards the disabled, deserted people of life, etc. Definition: Systematic theology is any study that answers the question, â€Å"What does the whole Bible teach us today?† about any given topic. Some ingredients to our systematic study:... Free Essays on Outline Of Theology Free Essays on Outline Of Theology What is â€Å"Theo-logy† – The study of God (what you believe about God). Who does theology? – EVERYONE Where do you see â€Å"theology?† TV – Dress – Are we temples of the Holy Spirit? Are we â€Å"capable† in ourselves to do things? Advertising Who is central to the universe? My comfort or God’s glory? What role does sex have in life? To be flaunted and revealed? A means of power and control? Simple self-gratification Public Radio Liberal commentaries – exalt the creation over the creator Conservative commentaries – exalt our â€Å"rights† over the common good Music Who’s the most important person? What is important in life? Presidential Speeches Does God â€Å"hear† the prayers of Jews, Muslims, etc.? In our daily lives†¦ What we say or don’t say How we spend money Who we â€Å"worship!† – Allah, a help-me-Jesus, or the LORD! Our relationships with opposite sex Our relationships with parents Are we full of fear about life? Do we worry? Do we work TOOOO much because we need security or riches? Do we act arrogantly in sports, school, or in our achievements because we think that WE are the ultimate cause of our successes? How we act towards our brothers and sisters – ex. Muslim boys How we act towards the disabled, deserted people of life, etc. Definition: Systematic theology is any study that answers the question, â€Å"What does the whole Bible teach us today?† about any given topic. Some ingredients to our systematic study:...

Natural approach method Essay Example | Topics and Well Written Essays - 1000 words

Natural approach method - Essay Example This approach to teaching has a socio-economic impact to all those involved. Individuals can get to exchange ideas with different people from other countries, which use different languages to communicate (Larsen-Freeman 183). This opens doors for globalization and industrialization. This paper will examine the approach, and its impact in today’s society. Based on works that were produced in the late 19th century, this approach was formed to better understand the critical nature of language. The aspects involved in the implementation of the approach were a step in the right direction. The socio-economic implications of having the ability to comprehend the knowledge surrounding languages were tremendous (Larsen-Freeman 187). It created a demand for the practical use of all disciplines available. New approaches were developed to cater to the rising need to have an understanding on the living languages. Time and lack of proper technology restricted teachers in that era to teach and listen to different languages. However, the introduction of a phonetic alphabet made work much easier. They could use this avenue to listen for sound and information. Through such techniques, this information would be passed on to the learner. Pronunciation and enunciation would then form the basis of their lessons. Visual aids and teacher-talk made this theory practical and intelligible. A positive impact in the learning process was made possible through these methods, and comprehensible input put into account by all those involved (Larsen-Freeman 191). This is especially by the learners. The main idea of the approach is to increase the competence of a learner in the communication level (Richards and Rodgers 179). It is not meant to be a grammatical perfection exercise. Emphasis is placed on listening as the teachers present the learner with an easy approach to understanding the material. This is what is referred to as input,

Different Perspective Essay Example | Topics and Well Written Essays - 1250 words

Different Perspective - Essay Example This research will begin with the statement that diversity means difference. Human diversity sets to explain the differences among people. The trends of diversity in the society have made the topic very imperative. Diversity has made the global market a competitive one. It has also encouraged the vivid change of the population believes. Diversity has enabled people to celebrate their different uniqueness because, in the society, there is reduced effort to fit in. People vary from one another. The subject of how people differ is unclear, and that is the reason why studies that involve individual differences are carried out. Such studies scrutinize variance, the difference between people and their central tendencies. The main aim of diversity awareness is to reveal the similarity and difference of people across varying situations. The researchers that study individual differences use genetic codes to determine the ethnic, social, sexual, and cultural differences. The methods that colle ct information for the studies range. Such methods are field studies, laboratory experiments, Principal Component Analysis, Factor Analysis and procedures of structural or multilevel modeling. The researchers identified that gender/sex and ethnicity are traits that are complex. These traits are useful because they include the social magnitude of diversity consciousness. Sexual orientation is the pattern of sexual attraction to opposite sexes or both.