This essay is about a Magical Eraser. Great for a philisophical essay, or if you have one of Thoes Teachers That are contemplating the universe all the time.

This essay is about a Magical Eraser. Great for a philisophical essay, or if you have one of Thoes Teachers That are contemplating the universe all the time. The Magical EraserIn a time after ours, science had evolved, far beyond our farthest dreams. A lot was discovered. Most of what you have come to know has been proven wrong. The most memorable issue is Cancer. There were merely only two types of real cancer. Phy and M.e.n.t. The thinking of having cancer, the most prodminent one, caused m.e.n.t. cancer. The second was Phy, caused by radiation, sent to earth from the sun. It turns out that Plutonium and Uranium were only reacting with the photons bonded to the UV rays being sent from the sun. Our world was a replica of yours. An exact replica. Opposite in technology. I will get into that later. The cure, simple. Physiological, ESP type waves. The brain is more than what you know, true it does store knowledge, but not in cells, or by mere zaps of electricity, actually, electricity has nothing to do with it.English: Pencil and erasersThe brain acts on a 4th dimensional level. Your brain is your soul. Still affected by what you eat, and s ensitive to vibrations, in touch with the 3d world. So, there are also ways of training your brain, or enhancing its waves. By means of what you call an eraser. Not every eraser has this capability of strengthening ESP waves, just few ones, made of pure rubber. When these erasers were being made in the 21st centaury, scientists did not notice a reaction within the rubber molecules themselves when in contact with UV rays. As we came to know it, everything does revolve around our sun, or at least our science does. As for the center of the universe, there is none. Very simple, the universe is not expanding, and has no limits. So as you can see, these Erasers have became very valuable,

3 Expert Tips for the Boston University Supplement Essays

3 Expert Tips for the Boston University Supplement Essays SAT / ACT Prep Online Guides and Tips If you’re applying to Boston University this year, you’ll have to respond to at least two Boston University essay prompts. In this article, we’ll cover what the Boston University essay prompts are, how to answer them, and provide key tips for writing the best application essays possible. What Are the Boston University Essays? Boston University requires its applicants to respond to at least two Boston University essays as part of its admissions requirements. You may also have to respond to a third, additional essay, depending on what school or program you’re applying to. Boston University uses the Common Application for admission, so the Boston University essays are all submitted through the Common App’s platform. The essays are an important part of your application - they give you a chance to show the admissions committee a different side of your personality than what they see in the rest of your application. The Boston University essays also give you a chance to wow the admissions committee with your creativity and writing skills, so it’s important to put a lot of effort into your essays to make them as strong as possible. Boston University Essay Prompts and Requirements There are a number of different Boston University essay prompts, depending on what program you are applying to and whether or not you decide to apply for a scholarship. All students must answer the â€Å"Why Boston University† essay and can submit extra work as part of the â€Å"Extra Space† prompt. Applicants to the Accelerated Program in Liberal Arts and Medicine, Kilachand Honors College, and the Trustees Scholarships must also answer additional essays, each with their own word count and requirements. Let’s take a look at each of the prompts: "Why Boston University": What about being a student at Boston University most excites you? (250 words) "Extra Space" prompt: Please use this space if you have additional information, materials, or writing samples you would like us to consider. (2000 KB PDF file) For Accelerated Program in Liberal Arts and Medicine applicants: The Accelerated Programs Admission Committee is interested in learning more about you. Please write an essay on why you wish to enter the health professions, including what experiences have led you to this decision and what you hope to gain from your chosen profession. Please make sure your essay is completely distinct from the one you submitted on the Common Application. (750 words) For Kilachand Honors College applicants: Kilachand Honors College offers a challenging liberal arts education grounded in critical and creative thinking and interdisciplinary problem-solving. What do you think this approach means? Reflect on what has been missing in your education to date, giving at least one concrete example to support your response. How would Kilachand’s interdisciplinary curriculum fulfill your academic, creative, intellectual, and/or professional goals? (600 words) For Trustees Scholarship applicants: Please select one of the questions below and respond with an essay explaining your perspective. (600 words) Option A: The list of works banned throughout history is long and sometimes surprising. Examples include the Bible, King Lear, The Origin of Species, Mein Kampf, Lolita, The Diary of Anne Frank, and The Adventures of Huckleberry Finn. Isaac Asimov wrote: â€Å"Any book worth banning is a book worth reading.† Do you agree? Is such censorship ever justified? If so, who or what should determine which books are read and which are forbidden? Option B: Economists describe a â€Å"moral hazard† as individuals’ tendency to take greater risks when they believe that they will not bear the full cost of their actions. Some may be less careful driving, for instance, if they know that their insurance provider will cover potential accidents, while the uninsured will drive with more caution. A recent study similarly suggests a correlation between greater access to Narcan, the drug used to reverse potentially fatal opioid overdoses, and a rise in the use of opioids. In your opinion, should the concept of moral hazard affect public policy? If so, what are the relevant factors policymakers should consider in assessing questions of public safety and individual responsibility? Option C: â€Å"The perfect search engine,† Google’s co-founder Sergey Brin has said, â€Å"would be like the mind of God.† In your opinion, will science and technology eventually allow us to know all things knowable? Are there limits to what the perfect search engine will reveal, or might it indeed become like the mind of God? For all Trustees Scholarship applicants: Please submit a short essay to the following statement: â€Å"Something that’s not on the resume.† Give us a glimpse of a passion, dream, or mental pursuit that absorbs and delights you. (300 words) Boston University Essay Prompts, Analyzed Let’s take a look at each of the Boston University essay prompts. In this section, we’ll break down what each prompt is asking, how you should answer, what kind of topics will work to answer the prompt, and what you should avoid talking about. What about being a student at Boston University most excites you? (250 words) The first Boston University Supplement Essay prompt is a classic â€Å"Why this school† essay prompt. These types of essays ask you to demonstrate to the admissions committee why this school is the one for you. Your answer should be Boston University-specific. You should do your research on Boston University to be able to name specific classes, programs, or professors that excite you. Your essay should focus on why you want to attend Boston University - not why you want to attend college in general. Don’t speak generically - Boston University knows that it has great academics and interesting classes. You need to name specific parts of the school that are attractive to you as a student. Maybe you’re interested in film and television and want to be part of BUTV10, or perhaps you want to work on a Senior Design Project in College of Engineering. Whatever your reason, make it specific to BU - something that you can’t get at any other college or university. For more information on how to answer this essay prompt, visit our article on the subject! (Coming soon) Please use this space if you have additional information, materials, or writing samples you would like us to consider. (2000 KB PDF file) The second Boston University supplement essay prompt may seem intimidating - what should you upload? You should use this essay prompt as a chance to a.) demonstrate the quality of your work and/or b.) present yourself as a well-rounded person. If, for instance, you are the first chair in your high school’s wind symphony, you might want to upload a MP3 file of your playing. Boston University will have lots of students applying who are musicians - sending in a file of yourself playing can demonstrate the quality of your musicianship. On the other hand, if you’ve been playing in a punk band with some friends for fun for five years but didn’t mention it elsewhere on your application, this essay prompt gives you the perfect opportunity to present another aspect of your personality. Whatever you choose to upload, make sure that it is high quality and well put-together. Submitting something that’s confusing or sloppy can give the admissions committee the wrong impression, so if you don’t have anything that stands out as something you’d want to submit, you could skip this question altogether. For Accelerated Program in Liberal Arts and Medicine applicants: The Accelerated Programs Admission Committee is interested in learning more about you. Please write an essay on why you wish to enter the health professions, including what experiences have led you to this decision and what you hope to gain from your chosen profession. Please make sure your essay is completely distinct from the one you submitted on the Common Application. (750 words) This prompt is only for students who are applying to the Accelerated Program in Liberal Arts and Medicine. This Boston University Supplement Essay prompt is a pretty standard example of a health professional admissions essay, but the long word count is tricky. You want to be specific and passionate, not redundant and long-winded. You can break your essay down into two main parts: why you decided to enter the health professions and what you hope to gain from doing so. When you talk about why you decided to enter the health professions, be sure to highlight any specific experiences that influenced your decision. Don’t speak in generalizations or platitudes - call out real experiences that made you decide to apply. Don’t, for instance, say that you want to change the world through medicine, unless you can back it up with a solid explanation of why. Discussing what you hope to gain from the profession is an opportunity to hammer home why Boston University is such an important part of your education. Talk about what you hope to achieve in your career and how Boston University can help you get there. For Kilachand Honors College applicants: Kilachand Honors College offers a challenging liberal arts education grounded in critical and creative thinking and interdisciplinary problem-solving. What do you think this approach means? Reflect on what has been missing in your education to date, giving at least one concrete example to support your response. How would Kilachand’s interdisciplinary curriculum fulfill your academic, creative, intellectual, and/or professional goals? (600 words) Students who are applying to Boston University’s Kilachand Honors College must answer an additional 600 word prompt. This Boston University supplement essay prompt is all about academics - what interests you and how Boston University can help you fulfill your goals. The Kilachand Honors College is a living and learning community where you have the opportunity to participate in experiential learning activities, so it’s a good idea to highlight how practical application and real-world experience is important to you in this essay. The key to this prompt is to be specific. You don’t need to talk about all of your academic interests here - in fact, it’s probably better to just discuss one or two that are really important to you. Whatever interest you choose to write about, you should make sure that you highlight how you would continue to explore that interest at Boston University. For Trustees Scholarship applicants: Please select one of the questions below and respond with an essay explaining your perspective. (600 words) Option A: The list of works banned throughout history is long and sometimes surprising. Examples include the Bible, King Lear, The Origin of Species, Mein Kampf, Lolita, The Diary of Anne Frank, and The Adventures of Huckleberry Finn. Isaac Asimov wrote: â€Å"Any book worth banning is a book worth reading.† Do you agree? Is such censorship ever justified? If so, who or what should determine which books are read and which are forbidden? Option B: Economists describe a â€Å"moral hazard† as individuals’ tendency to take greater risks when they believe that they will not bear the full cost of their actions. Some may be less careful driving, for instance, if they know that their insurance provider will cover potential accidents, while the uninsured will drive with more caution. A recent study similarly suggests a correlation between greater access to Narcan, the drug used to reverse potentially fatal opioid overdoses, and a rise in the use of opioids. In your opinion, should the concept of moral hazard affect public policy? If so, what are the relevant factors policymakers should consider in assessing questions of public safety and individual responsibility? Option C: â€Å"The perfect search engine,† Google’s co-founder Sergey Brin has said, â€Å"would be like the mind of God.† In your opinion, will science and technology eventually allow us to know all things knowable? Are there limits to what the perfect search engine will reveal, or might it indeed become like the mind of God? Please submit a short essay to the following statement: â€Å"Something that’s not on the resume.† Give us a glimpse of a passion, dream, or mental pursuit that absorbs and delights you. (300 words) Students who are applying for the Boston University Trustees Scholarships must answer not one, but two, additional essays. The first essay is 600 words and the second is 300 words. The longer Trustees Scholarship prompt asks you to pick between three questions to answer. The three options are all fairly academic, focusing on banned books, moral responsibility, and search engines. Which prompt you pick doesn’t matter nearly as much as how you answer it. Your answer should have a strong, persuasive argument with specific reasons as evidence. The final prompt gives you the opportunity to talk about non-academic interests. This essay is the place to talk about your passion for handcrafting popup cards or your delight in finishing the NY Times crossword puzzle every day. You can pick something seemingly trivial - go with whatever makes you happy! Key Tips for Writing an Amazing Boston University Supplement Essay Ready to write an amazing Boston University supplement essay? Follow these key tips to do so! #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Boston University wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Boston University essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Boston University’s admissions committee will see hundreds, if not thousands, of essays that talk about how much the applicant loves Boston. Saying that you want to study in the world’s greatest college town is trite and overdone. If you are excited about going to school in Boston, make sure that you have a really specific reason that also ties to Boston University’s opportunities. #3: Check Your Work It should almost go without saying, but make sure your Boston University essays are the strongest example of your work possible. Before you turn in your Boston University application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Boston University essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Final Thoughts Regardless of which program you're applying to at Boston University, you want to make sure that your Boston University essays are a great example of who you are as a student and a person and why Boston University should accept you. Your essay should: Be personal Be specific Be free of spelling and grammar errors Your essay should not: Be generic Be focused on Boston, not Boston University The more effort you put into your essays, thebetter chance you have of getting accepted to Boston University! What’s Next? Do you want to learn more about the Why Boston essay? We created an in-depth guide to help you ace this essay. Check it out here! Starting your essay is often the hardest part.If you're unsure where to begin, check out this guide tostarting a college essay perfectly, so you're ready to ace that introduction! A good essay is just one part of a successful Boston Universityapplication. If you want to really wow the admissions office, be sure yourgrades and test scoresare up to snuff, too! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Core Essay Example | Topics and Well Written Essays - 250 words

Core - Essay Example Additionally, Soraya’s stoning incidence depicts sexist behavior plotted by the husband with the intention of eliminating her to marry a young wife with support from Mulla (Malcolm 41). NAFTA’s role entailed industrializing Mexican region via reducing tariffs that acted as a barrier to effective trade and firms’ productions. Presently, NAFTA’s decade in South Mexico has attained their target despite numerous criticisms from diverse political icons against its establishment (Fernà ¡ndez-Kelly & Massey 100). NAFTA’s establishment helped in lessening the earlier immigration rates in US, which were due to the absence of employment in Mexico, hence boosting the economy in the southern region (Fernà ¡ndez-Kelly & Massey 112). The implementation of the law will aid in lessening immigration influx in the US, which has deprived Mexico both proficient and educated population (Fernà ¡ndez-Kelly & Massey 98). Therefore, the law will be of benefit to the Mexican regime, which will be able to boost its economy with the aid of talented human asset. The issue of race in our society is still evident; hence, there is no difference with Mexico. This is apparent from the recent concluded national elections, whereby approximately 72% of the whites did not vote for the incumbent president who emerged the winner due to Hispanics’ support. Consequently, this confirms people in our society classify each other as emanating from a certain race where during national matters people unite to support of their own. Fernà ¡ndez-Kelly, Patricia & Massey, Douglas S. "Borders For Whom? The Role Of NAFTA In Mexico-U.S. Migration." Annals Of The American Academy Of Political & Social Science 610.(2007): 98-118. Web. 20 Nov.

Personal Profile of Para Medical Officer Essay Example | Topics and Well Written Essays - 500 words

Personal Profile of Para Medical Officer - Essay Example This attribute has helped me in overcoming the emotional trauma that is a norm of my field. I also think that it is a very fulfilling job because it gives me the opportunity to contribute towards the society in a positive sense. Working as a paramedic gives me self-satisfaction, because I feel important, by helping others. I have strong aspirations for future. I plan to introduce a service to patients that is effective and convenient. I believe that good diagnosis systems should be available for the patients; they are given proper treatment, which will help them in their recovery. In order to achieve this, it is very important for me, to have correct systems and knowhow about the management issues of the large medical facility, which I am lacking at this time, but I am learning and will accomplish this goal one day. Over my academic career, I have gathered basic knowledge in the field of paramedics. The focus of my studies has been on providing emergency medical service in case of road incidents. My stronghold on this field helps me in better decision making in volatile conditions, while placing a premium on emotional stability. I have also done practical training which has been very helpful in the development of the ambulatory skills that are needed in a healthcare career. This training was focused on ensuring fewer errors in future. What I found most challenging about my degree was learning English, because, it is not my native language. Therefore, I had to face a lot of problems in my degree because of it. But I had an interest in the medical field, so I had accepted this as a challenge and overcame it by discussing different concepts with experienced doctors on weekly basis. Another challenge that I had faced, was during my paramedic training, caused by witnessing the pain people go through in the case of tragedy, therefore it has taken me, a while before I had gotten acquainted with it.

The Role of Grammar in Language Teaching & Learning Essay Example for Free

The Role of Grammar in Language Teaching Learning Essay Introduction In this ever changing world, the barriers to communication and understanding must be lowered. The acquisition of linguistic skills requires that one must be able to master it and use it to communicate effectively to people who are using that same language, like English for instance. For learners of this particular language to communicate effectively, teachers in the language arts have a very important role to play in teaching every aspect of English, particularly its grammar and use. This is because, to understand and be understood, grammar is an important part of language and communication. The English Language The English language, a language belonging to the Germanic languages branch of the Indo-European language family, is widely spoken in six continents. It is the primary language of the United States, Britain, Canada, Australia, Ireland, New Zealand, and various Caribbean and Pacific island nations; it is also the official language of about 45 nations including India, the Philippines, and many sub-Saharan African countries. Other than this, it is the second most widely spoken native language in the world, the mother tongue of more than 350 million people, and the most widely taught foreign language (Britannica Concise Encyclopedia, 2006). The United Nations uses English not only as one of its official languages but also as one of its two working languages. The language is also the dominant international language in communications, science, business, aviation, entertainment, diplomacy and the Internet (The Columbia Electronic Encyclopedia, 2003). Usage English relies mainly on word order: usually subject-verb-object, to indicate relationships between words. But many, including native speakers of the language, are still finding it hard to use the language correctly. In the past, there have been those willing to provide guidance to the public on correct usage of the language. Americas most famous lexicographer, Noah Webster, for instance, published a dictionary and speller which taught not only spelling but also pronunciation, common sense, morals, and good citizenship. Other lexicographers have also attempted to produce material that would serve as guide for the public regarding correct use of the English language (Encyclopedia of American History, 2006). Like other languages, English has changed greatly. English easily borrows words from other languages and has coined many new words to reflect advances in technology. Changes of every sort have taken place concomitantly in the sounds (phonetics), in their distribution (phonemics), and in the grammar (morphology and syntax) (The Columbia Electronic Encyclopedia, 2003). English is the most widely learned and used language even in non-native English speaking nations. It is widely learned and used for communication purposes especially in the academe and in businesses. Because of this wide use of the language, it has often been referred to as the global language or the lingua franca of the modern era.   It is currently the language most often sought and taught as a second language around the world (Wikipedia, 2007). Grammar Today, use of formal Standard English is required in the workplace and in the academe. It is the language of most educational, legal, governmental, and professional documents. It is used in newspapers, magazines, and books. It is the English we hear from radio and television announcers and persons making formal speeches. It is the language spoken in international commerce. Hence, many schools are focused on teaching students proper English speaking and writing skills. English grammar is a body of rules specifying how meanings are created in English. Basically, English is a subject verb object (SVO) language, meaning, it prefers a sequence of subject–verb–object in its simplest, unmarked declarative statements. But word order is a complicated matter in English (Wikipedia, 2007). Standard English can vary in different situations, but certain conventions or rules within it are fairly constant, and well-educated people deem them worthy of being observed. That is why the name â€Å"standard† is applied to this variety of English. If a person wants to succeed in the academic and business worlds, as well as in many other pursuits, he or she must master the conventions of Standard English. Formal and Informal English Standard English is used in so many different situations. Its use may range from casual telephone conversations to formal speeches, that it would be impossible to name a particular kind of English appropriate for each situation. Two domains of Standard English may be distinguished, however, and that is formal English and informal English. Formal English, like formal dress and formal manners, is a language for special occasions. It is sometimes referred to as literary English. It is also the language used in serious writing. It is used in formal essays, essay answers to examination questions, formal reports, research papers, literary criticism, scholarly writings, and addresses on serious or solemn occasions. Formal English is likely to include words that are rarely used in ordinary conversations. The sentences are likely to be more elaborately constructed and longer than those of ordinary writing. Contractions are rarely used. Formal English pays close attention to refinements in usage and avoids slang. Informal English, on the other hand, is the language most individuals use most of the time. It is the language of most magazines, newspapers, books, and talks intended for general audiences. The conventions of informal English are less rigid than those of formal English. Sentences may be long or short, and they are likely to sound more like conversation than the stately rhythms of formal English. Contractions often appear in informal English, and sometimes a slang expression is used. Excellent Language Skills While individuals can generally speak about three kinds of English: formal standard, informal standard, and non-standard, the lines between them are not always easy to draw. One kind of usage shades into another. An expression that one may think of as being informal may turn up in a formal address. A slang word or colloquial that originates in non-standard English may become an acceptable part of the informal vocabulary. Many words and constructions which one may think of as belonging to standard speech may come into use among speakers of non-standard English. This essentially means that the great majority of words and one’s ways of putting them together are common to all three kinds of English. If the language conforms to the conventions of Standard English, one’s main concern will be to vary his or her specific word choices to meet a particular need. The need will be determined by the nature of the audience, whether one is speaking or writing. There will be times when one cannot be sure whether a particular word or expression is suitable for the occasion. One can get help with his or her decision by turning to a textbook on grammar and usage, by turning to a dictionary, or by consulting a special book on English usage. Most of all, one can pay closer attention to the preferences of people who speak the language with obvious care. With careful observation, one may also notice that the rules of grammar are useful but not an invariably reliable guide to usage. Grammar describes the system of a language. Usage, however, is concerned with appropriate forms of expression. The two – grammar and usage – are not always the same, for language is a living and growing thing, and life and growth are not always logical. The people who use a language are constantly changing it. Since the rules of grammar describe the way the language works, when the system changes, the rules also change. Importance of English Grammar Effective speaking and writing goes beyond mere acceptance of the most appropriate grammatical rules. It embraces such qualities as clarity, forcefulness of expression, honesty, originality, freshness, and often, brevity. Yet the conventions of Standard English should never be underestimated as the essential foundation of good speaking and writing. If one deviates from the conventions of Standard English, people will think more about how one is expressing himself or herself about what he or she is saying. Any language that calls attention to itself or strikes listeners as unsuitable to the situation gets in the way of communication. For instance, if an applicant speaks casually with a prospective employer, as he or she does with close friends, that applicant may ruin his or her chances of getting the job. Moreover, if a person jokingly uses non-standard language around strangers, then these people who hear the speaker may get the impression that he or she does not know Standard English. It is thus important to know the different forms of English to make wise choices from them. Language Teaching English is basically the medium of instruction in most schools all over the world. In teaching the English language, most teachers begin with the parts of speech, their identification and their function. For some students, the study of English may point to certain aspects that are already familiar, like grammar for example, but for others, especially for those who will learn the language formally for the first time, grammar will not be very familiar. Grammar is important. It gives learners the ability to talk about language by providing a terminology and a system of classification. Also by making a learner aware of the basic patterns of English sentences, grammar can help the learner develop a varied and interesting style in their speaking and writing. This is one of the main goals of the study of English. Teacher and Learner Roles One can hardly imagine a language learning situation in the absence of interaction between and among students, fellow students, the teacher and the textbook. Every time a student interacts with any of these sources, he or she makes various hypotheses about what is being learned, and accepts or rejects them, trying out new ones. In an attempt to learn a foreign language, the student-learner is dependent on other people with whom he or she can interact with, as he or she develops a wide range of strategies which will be tested only in a communicative context. According to Thanasoulas (1999), these strategies can be distinguished in three categories: production strategies, comprehension strategies and interactive strategies. These strategies will not be explored in this paper. However, what is being pointed at here is the importance of human interaction in the classroom or learning setting as a condition for successful language learning and intellectual, emotional and social development (Thanasoulas, 1999). The Teacher’s Role It has been suggested that language teaching is a complex issue, encompassing linguistic, psycholinguistic, socio-cultural, pragmatic, as well as instructional and curricular dimensions. There are numbers of factors contributing to the dynamics of the educational process, such as internationalism and the pragmatic status of the foreign language (e.g., English), teaching and learning styles, and program characteristics. For example, the general expectation by students, parents and teachers that learners should achieve a high level of proficiency in English when they leave school influences both language policies and how foreign language learning will evolve. Furthermore, the teaching-learning process reflects different cultural traits and traditions. In some cultures, students tend to feel more at ease in the classroom, expressing their viewpoints and agreement or disagreement; in others, a passive attitude towards the teacher and the target language is more common. For instance, Greek society and its educational system favour rote memorisation, while western countries, in general, do not value it. Instead, they practice and take tons of drills to perfect their study of grammar and the English language. Moreover, such issues as the degree of preparation of teachers and the validity of testing and evaluation procedures can have a tremendous impact on language learning (Thanasoulas, 1999). As is patently obvious, the task or act, one may say, of teaching encapsulates a lot more than merely providing instruction and guidelines for students. It presupposes a psychological and philosophical knowledge on the teachers part, so as to combine techniques in class, as well as sufficient command of the basic structure of human existence, with a view to assessing any situation accurately and appropriately (Thanasoulas, 1999). Clearly linked to the roles defined for the learner are the roles the teacher is expected to play in the instructional process. Teacher roles, too, must ultimately be related both to assumptions about content and, at the level of approach, to particular views of language and language learning. Some instructional systems are totally dependent on the teacher as the source of knowledge and direction; others see the teachers role as catalyst, consultant, diagnostician, guide, and model for learning; still others try to teacher-proof the instructional system by limiting teacher initiative and building instructional content and direction into texts or lesson plans. Teacher and learner roles define the type of interaction characteristic of classrooms in which a particular method is being used. Teacher roles in methods are related to the following issues: the types of functions teachers are expected to fulfil (e.g., practice director, counsellor, model), the degree of control the teacher influences over learning, the degree to which the teacher is responsible for determining linguistic content, and the interactional patterns assumed between teachers and learners (Richards, 1994: 23). Undoubtedly, the teacher is called upon to perform several functions in foreign language learning. These are the following: teacher as director and manager; teacher as counsellor and a language resource; and teacher as a model and independent language user (Thanasoulas, 1999). The Teacher as a Director and Manager. One of the main concerns of the teacher as a director and manager is to create a warm, stimulating atmosphere in which the students will feel secure and confident. It is very important for learners to feel very much at home with both their teachers and fellow-learners, if they are to be expected to venture out into the deep waters of foreign language learning, to experiment with new and strange sounds, and to role-play in a language which they have barely begun to learn (Papaefthymiou-Lytra, 1993: 95). Apart from assisting in creating the right atmosphere, the teacher should also make decisions on the materials to be used, as well as the activities and games which will best accord with the learners needs and abilities. Inasmuch as learners do not necessarily share the same cognitive and linguistic abilities, or interests and motivation, it is incumbent on the teacher to choose a wide variety of materials and teaching techniques and strategies in order to respond to the students interests and capacities. To this end, the teacher is supposed to organize the class, deciding whether a specific role-play or game will be simulated in pairs or in groups. Bearing all this in mind, the teacher may help develop a learner-centred approach to foreign language learning, as he / she takes into account the learners preferences, tailoring the materials and strategies to their needs (Thanasoulas, 1999). The Teacher as Counsellor and a Language Resource. The second function that the foreign language teacher is expected to fulfil is that of counsellor and a language resource. In other words, the responsibility is on the teacher to provide the learners with the necessary input in order to foster understanding of the relation between grammar, language, and communication. In short, the teacher must modify and simplify the language used according to the needs arising in each communicative situation, and to the grammatical competence and language proficiency of the students. In addition to simplifying teacher talk, it is also the teacher’s prerogative to resort to miming and facial expressions (Thanasoulas, 1999). Learning and teaching is multi-sensory and everything in the classroom and method must imply that learning is relaxing, fun and possible to be attained (Papaconstantinou, 1991: 35). Moreover, the teacher as a language resource should help learners to acquaint themselves with, and acquire a taste for, the target language and culture. It is the teacher’s duty to make explicit that language is not to be held in a vacuum but should always be learnt in connection to its users and the uses to which it is put. In light of this, grammar, though it is very important, should not be the sole reference point in foreign language learning; the teacher has to draw his students attention to the socio-cultural and pragmatic aspects of the foreign language, in order to help them assess the accuracy and appropriacy of the language they produce, both at the sentence level and the discourse level. As J. C. Richards (1994: 157) notes, a focus on grammar in itself is not a valid approach to the development of language proficiency. The teacher as a counsellor and a language resource should see it as her goal to provide enough remedial work, in order to eradicate students errors, and encourage learners to develop their own learning strategies and techniques, so as to discover the answers to their own questions (Thanasoulas, 1999). The Teacher as a Model and Independent Language User. In order to become a successful communicator and model for learners, the teacher should promote a wide range of behaviours and psychological and social relationships such as solidarity and politeness. Often learners have difficulties in adopting these behaviours because of the psychological and social distance that there exists between learners and materials. As a result, learners have a tendency to adopt the teachers language behaviours to indicate attitude and role relationships, rather than those presented in materials. This is understandable, of course, since the teacher is a live model, a real human being to whom they can more easily relate (Papaefthymiou-Lytra, 1993: 101). In short, the teacher should help learners to negotiate meaning in the target language through his or her own active participation in it, and act as a mediator between the linguistic and extra-linguistic context of foreign language learning, as these are reflected in the textbooks and audio-visual aids, etc., or literature, respectively (Thanasoulas, 1999). Teachers play an essential role in the foreign language classroom. Not only are they directors and managers of the classroom environment but they also function as counsellors and language resources facilitating the teaching-learning process. In addition, teachers can become models and independent language users in order to overcome the inherent shortcomings of the foreign language classroom environment (Papaefthymiou-Lytra, 1993:104). The Learners What roles do learners play in the design of educational programs and systems, and how much leeway are they left with in contributing to the learning process? In the last two decades or so, there has been a shift from Cognitive and Transformational-Generative Grammar Approaches to a Communicative view of learning. Learners, who were formerly viewed as stimulus-response mechanisms whose learning was the product of practice reminding one of the well-known dictum, Repetitio est mater studiorum are nowadays regarded as individuals who should have a say in the educational process. The role of the learner as negotiator between the self, the learning process, and the object of learning emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (Breen and Candlin, 1980: 110, cited in Richards, 1994: 22-23). Three Factors Responsible for Student Learning Age, cognitive and learning factors. Age variation in foreign language learning and learning differences between children and adults are significant factors that must be taken into account in choosing the right approaches, design and procedures. Experiments have shown that there are a lot of biological factors at work in language learning. In young learners, both hemispheres of the brain are responsible for the language function, while at puberty it is only the left hemisphere that takes over, which makes language acquisition and learning more difficult. This process is called lateralisation and it may be responsible for learning differences between children and adults. Cognitive and learning styles, already acquired through mother tongue, may influence foreign language learning. According to Papaefthymiou-Lytra, â€Å"Of all personality characteristics attributed to individuals, certain cognitive and learning variables have been researched to determine the degree of their influence on successful foreign or second language learning. These are: field-dependence and field-independence, formal operations, the monitor and foreign language aptitude† (Papaefthymiou-Lytra, 1993: 84-85). Field-independent individuals are more analytical by inclination and tend to learn through reasoning faculties, whereas field-dependent individuals view learning in toto, acquiring knowledge subconsciously. Piagets formal operations theory relates to adults more mature cognitive capacities as opposed to the unconscious automatic kind of learning (Genessee, 1977, 148, cited in Papaefthymiou-Lytra, 1993: 85) that characterizes young learners less mature cognitive system. According to this theory, adults are thought to deal with the abstract nature of language more easily than young learners; it is very often the case, though, that young people may prove better learners in the long run. Another factor that influences language learning is the monitor use employed by learners. Three types of monitor users have been identified: over users, under users and optimal users. Over users are associated with analytical conscious learning†¦On the other hand, under users are associated with subconscious learning and extrovert personalities†¦Finally, the third category is that of optimal users who seem to be the most efficient (Papaefthymiou-Lytra, 1993: 85-86). Social and affective factors. Successful foreign language learning calls for an examination of the social and affective factors at work. First of all, the teacher should take into consideration the social proficiency which learners have attained. By social proficiency we mean the degree to which the learner employs, or taps into, the foreign language in order to communicate and negotiate meaning or achieve certain social goals. Some learners, for example, may complain when their classmate uses their pens or pencils because they have not learnt to use language in a socially accepted way. For instance, they cannot cope with making requests, asking permission, giving condolences, etc. It is worth noting that different cultures favour different attitudes on the part of the learner and, as a result, it is very probable that most of these situations do not necessarily reflect lack of social proficiency. Apart from social factors, affective factors also play an important role as they may facilitate or preclude learning. It is a commonplace that an atmosphere that fosters and promotes confidence and emotional stability will produce better students. Harmony in the classroom helps relieve tension and keeps the door to language processing open. A teachers task is like that of an orchestra conductor, who tends to fly into higher spheres, and has a tendency to fly and pull himself and the others above everydays problems towards a more creative reality (Papaconstantinou, 1991: 65). In this reality the learner may easily identify with the teacher and venture out into new aspects of the target language, dealing with it in her own, individual way. Unless she feels at ease with her teacher and her fellow-students, she will not learn. If she feels rejected and is afraid of being told off or scoffed at whenever she makes a mistake, she will withdraw from the educational process and lag behind, both cognitively and emotionally. Consequently, the content of materials for classroom use as well as classroom practices should be compatible with the affective variables influencing learners (Papaefthymiou-Lytra, 1993: 90). Learner’s needs and interests. Indubitably, a successful course should consider learner needs. For this reason, the concept of needs analysis has assumed an important role in language learning. Needs analysis has to do with the aims of a course, as these are determined by the uses to which the target language will be put on completion of the programme. For example, is our aim to achieve a high level of language proficiency or are we called upon to respond to the needs of, say, adult learners who need to master specific skills, such as academic writing or note-taking? All these parameters will have to inform the methods and techniques we use in class, as well as the materials design we are supposed to implement in order to achieve the best results. With regard to learners interests, it is worth noting that we, as teachers, should be cognizant of the differences between children and adolescents. For instance, the former are interested in body movement and play, whereas the latter want to learn about human relationships in general and achieve a deeper understanding of their abilities, with the aim of developing a sound personality and character. It has become evident that foreign language learning is far from a simple, straightforward process where teachers are the purveyors of knowledge and students the passive subjects who receive that knowledge. For successful foreign language learning, students must have both the ability and desire to learn. Otherwise, the objectives we set are doomed to failure. Foreign language teachers, therefore, must be flexible enough and sensitive enough to respond well to the individual learning preferences, interests and needs of their learners in terms of materials, techniques, classroom methodology and teacher talk. After all, language learning is not a monolithic process since not all personality and environmental factors can be kept under control in a foreign language situation (Papaefthymiou-Lytra, 1993: 94). Grammar in Communicative Language Teaching Linguists define grammar as a set of components: phonetics or the production and perception of sounds; phonology or how sounds are combined; morphology, which refers to the study of forms, or how elements are combined to create words; syntax referring to how words are strung together into sentences; and semantics or meaning. Because all languages are characterized by these components, by definition, language does not exist without grammar (Musumeci, 1997). Musumeci (1997) asserts however, that grammar has not always been defined in these terms. Originally, the term grammar, grammatica, referred to the art of writing, as compared to rhetoric, rettorica, the art of speaking. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax. But morphology and syntax are only two components of grammar. Communicative language teaching has brought a renewed emphasis on the role that semantics plays in the definition of language. Communicative language teaching is fundamentally concerned with making meaning in the language, whether by interpreting someone elses message, expressing ones own, or negotiating when meaning is unclear. Viewing grammar with all of its components helps learners as language teachers understand the complexity of what it means to know the grammar of a language. Clearly, the goal of language learning in the communicative classroom is for learners to acquire the grammar of the second language in its broadest sense, to enable them to understand and make meaning; that is, to become proficient users of the second language. Research and experience have shown that explicit teaching of grammatical rules, even if linguists were able to formulate them all, does not produce such competence (Musumeci, 1997). Adnan (n.d.), however, disagrees with this contention of Musumeci and asserts that there are many aspects of SLA such as the strategy of learning, the role of communicative language teaching, the role of formal grammar teaching etc. Adnan (n.d.) attempts to study the role of formal grammar teaching for two reasons: First, this has generated a great debate in second language teaching and a lot of research has been done on it. Second, there is an indication that grammar teaching has been neglected in English teaching in favour of developing communicative competence in language which results in students having poor knowledge of grammar. Now, some people have called for the return of grammar teaching into the English class to solve the problem. It was noted that similar problems occurred in the immersion program in Canada. Although Krashen (1982) praises the program for producing learners with very high levels of second language proficiency, many researchers have for some time recognised that immersion learners fail to recognise some grammatical distinctions (Ellis, 1994). According to Adnan (n.d.), the Indonesian language teaching circle are beginning to use the communicative approach and he is concerned that if this circle gets affected by the strong view that only communicative activities are important in developing second language proficiency, and therefore, grammar teaching is of little importance, this may lead to the same problems. He stresses in his study that he is not advocating a grammar dominated classroom or a return to grammar translation method. Nor is he trying to advocate that communicative activities are not important either. It is stressed that they are also very important. What is being done is discuss the research findings on the role of grammar teaching so as to have a good understanding of what it can offer and what problems it has (Adnan, n.d.). It was determined that there were some problems that occurred in grammar teaching. And these were: it can have deleterious effects, e.g. avoidance of certain grammar points which once traumatised the learner (Pienemann, 1987), it can de‑motivate if the teaching is not interesting, it can lead to wrong generalisation (Lightbown, 1983; Felix, 1981), and it can be ineffective if the learners are not ready. (Pienemann, 1987). Nevertheless, the advantages are the following: formal grammar teaching can improve accuracy Ellis (1989); Pica (1985); Lightbown and Spada (1990), it can accelerate acquisition when learners are ready (Pienemann, 1987) it can help eliminate inappropriate use of expressions (Adnan, 1994), and it can result in new knowledge (Pienemann, 1984). In light of this, it is clear that to improve learner acquisition of a second language, there is a need to consider teaching grammar at an appropriate time. Spada (1987) suggests that formal instruction may work best when it is combined with opportunities to engage in natural communication. Ellis (1990) explains how formal instruction works. According to him, the main mechanism by which instruction works is by developing explicit knowledge of a grammatical feature which subsequently helps learners to acquire implicit knowledge (which in his mind is responsible for actual performance). Pienemann argues that grammar should be taught only when learners are ready for it. In an extensive review of research in the second language acquisition, Ellis (1994) suggests that the ideal approach to teaching is the combination of both formal teaching and engaging students in communicative activities. This is also supported by research findings in good learners studies which generally concluded that successful learners pay attention both to forms and functions i.e. engage in communicative use of the language. Pienemanns argument, namely teaching grammar when learners are ready, that is, when they begin to use it and ask about it, is appealing. This is also in line with Krashens hypothesis of comprehensible input. However, most have not had a standard sequence of the acquisition order of a different language like say Adnan’s language which is Indonesian, by foreign learners though it is noted by Adnan that this is being done as they do in English and German. Before the learners are ready, grammatical explanation is kept to a minimum or presented indirectly through games or other types of exercises. Learners at tertiary levels (or perhaps adults in general) appear to need grammatical explanation from an early stage. But it is believed that time should not be sacrificed to develop communicative mainly oral skills in favour of detailed grammar teaching. Their needs should be met by providing grammar books which explain grammar in language that they can understand. References Adnan, Z. (n.d.). The Role of Formal Grammar Teaching on Second Language Acquisition: A Review of Research and on Views. Retrieved on March 5, 2007 from http://intranet.usc.edu.au/wacana/2/grammar.sla.html Crystal, David (1997). English as a Global Language. Cambridge: Cambridge University Press. Dendrinos, B. (1992) The EFL Textbook and Ideology. Athens: N. C. Grivas Publications Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press English language. (2006). Britannica Concise Encyclopedia. Encyclopà ¦dia Britannica, Inc. Retrieved on March 7, 2007 from http://concise.britannica.com/ English language. (2003). The Columbia Electronic Encyclopedia, Sixth Edition. Columbia University Press. Retrieved on March 7, 2007 from www.cc.columbia.edu/cu/cup/ English Language. (2006). Encyclopedia of American History. Encyclopedia of American History through a partnership of Answers Corporation. Retrieved on March 7, 2007 from http://www.answers.com/topic/english-language English Language. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_language English Grammar. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_grammar Felix, S. (1981). The effect of formal instruction on second language acquisition. Language Learning. 31: 87‑112 Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Oxford: Oxford University Press Lightbown, P. (1983) Exploring relationship between developmental and instructional sequences in in L2 acquisition in H. Seliger and M. Long (eds.) (1983) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass: Newbury House. Lightbown, P. and Spada, N. (1990). Instruction and the Development of Questions in L2 Classroom SSLA. Vol. 15, pp. 205‑224 Lixin Xiao. (2006). Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-Cultural Perspective. Teaching English as a Second or Foreign Language. Volume 10 Number 3. Retrieved on March 6, 2007 from http://tesl-ej.org/ej39/a2.pdf McArthur, T. (ed.) (1992). The Oxford Companion to the English Language. Oxford University Press. Mora, J. K. (1999). Major components of the study of syntax and grammar: Teaching grammar in context. San Diego State University. Retrieved on March 5, 2007 from http://coe.sdsu.edu/people/jmora/Grammar.htm Musumeci, D. (1997). The role of grammar in communicative language teaching: A historical perspective. The McGraw-Hill Companies. Retrieved on March 5, 2007 from http://www.mhhe.com/socscience/foreignlang/conf/grammar.html Papaconstantinou, A. (1991) Suggestopedia: An art of Teaching, an art of Living. Athens: Hellinika Grammata Papaconstantinou, A. (1997) Creating the Whole Person in New Age. Athens: A. Kardamitsa Papaefthymiou-Lytra, S. (1993) Language, Language Awareness and Foreign Language Learning. Athens: The University of Athens Press. Pienemann, M. (1987) Learnability and Syllabus Constructions. In Hyltenstam, K. and Pienemann, M. (Eds.) Modelling and Assessing Second Language Development. Clevedon: Multilingual Matters Pienemann, M. (1984). Psychological Constrains on the Teachability of Languages. SSLA, 6 (2), pp. 186‑214 Richards, J. C. (1994). The Context of Language Teaching. Cambridge: Cambridge University Press. Spada, N. (1987). Relationship between Instructional Differences and Learning Outcomes: A Process‑product Study of Communicative Language Teaching. Applied Linguistics, Vol. 8, pp. 137‑61 Thanasoulas, D. (1999). Classroom: Forum or Arena? Retrieved on March 7, 2007 from http://www.englishclub.com/tefl-articles/classroom.htm

Gay, Lesbian and Bisexual Issues - Homophobia and Self-hatred :: Argumentative Persuasive Topics

Essays - A Debt that Must be Paid    Adolescence, under the best of all circumstance, is a time of great stress and confusion for young people. Bodies, relationships to friends and family, and moods change rapidly as social, psychological, and physiological puberty is navigated.    In this society, to be an adolescent who is gay, lesbian, bisexual, or transgendered (hereafter referred to as 'gay') means to be at significant risk for suicide, depression, dropping out of school, violence, homelessness, rejection from family, prostitution and substance abuse.    Estimates suggest that at least three million children and adolescents in the United States are homosexual.    For this group, the societal stressor of homophobia (both external and internal) adds a significant and often lethal component. Researchers estimate that up to one-third of all adolescents who commit suicide are lesbian or gay. In addition, gay teens are two to three times more likely to attempt suicide than their heterosexual counterparts.    Data collected in 1985 suggest that 85% of gay youth who attempt suicide also use illicit drugs. Nearly a quarter of that group had already undergone chemical dependency treatment. The mean age for suicide attempts is 15 years and most report multiple tries. Overdose and self-laceration account for 80% of these attempts.    National dropout statistics reveal that 28% of gay and lesbian high school students leave school because of physical and mental harassment resulting from their perceived sexual orientation. While in school, the data indicates that more than 37% of adult gays experienced threats, harassment, or violence in either junior high school or high school.    Feelings of social and emotional isolation are also are rampant. Four-fifths (80%) of gay adolescents report severe problems in this area. According to a 1986 survey, 40% of homeless youth identifies as gay, lesbian, or bisexual. In addition, half of all lesbian and gay youth studied, report that their parents reject them because of their sexual orientation. It is estimated that 26% are forced to leave their own homes.    Gay youth are more likely to experience violence perpetrated upon them by family, school peers, and total strangers. Nationally collected data is not available, since the Bureau of Justice statistics do not indicate crimes against youth who are gay. Non-national studies show that of youth who report assault crimes, 46% say that their sexual orientation was an issue. More sadly, 61% of the violence perpetrated on this group occurred within their own family.

A Real Contemporary Problem: Fraternity Deaths and Violence

Imagine a picture of an ideal university, Lush green surroundings, modernized facilities, eccentric and highly recognized   professors stuttering about, carefully selected students with their own caliber to boast, chatting freely in the grounds and the basic motto of â€Å"Honor and Excellence†   hanging in the air.This irrefutable university exists as the very epitome of academic excellence. Future leaders of the society gather around this acropolis. This is where bright promising young minds clash and mesh to form a boulder that will serve as the structural foundation of the country within the next years to come.However, beneath this beautiful facade lies a different picture. Behind the curtains of lies and deception is a whole different story unveiled.   Behind these walls whispers a cry of injustice and a desperate plea for the destruction of a system that had long been bound by wealth and power.On the 27 of August on the same year, three cars dropped off a badly bea ten body of a boy to the hospital. His name was Chris Mendez, a student in his last year of college about to graduate with a degree of Public Administration and Governance. Minutes later, he was pronounced dead, hopes for a better life for his family died along with him.University of the Philippines offers the best facilities for educational attainment in the country. With the country paying most of the needed expenses through subsidies, students who accumulate their knowledge there are called â€Å"Scholars of the Nation.†The University is famous for the outstanding graduates they produce. This is where the phrase â€Å"freedom of speech† comes from. Students in the UP are known for their rallies against social injustices and corruption existing in the government.   There is also one other thing that they are known for.University of the Philippines hosts a lot of Student Organizations. From academics, sports, common interests, they have it all, and that includes fra ternities and sororities (Arrowsmith, 2004). All student organizations has a form of Rights of Acceptance, it will be forever imbued in the social and political culture of the school. Most of these initiation rights include hazing.The 20 year old Chris Mendez, was not the only who became the victim of hazing and other frat-related deaths and violence. Hazing, as part of the university’s tradition in acceptance had victims who suffered physically and mentally.RA 8049, also known as the Anti-Hazing states the definition of hazing as a practice in a prerequisite for acceptance and placing the applicant in a mortifying situation such as   coercing   him to do menial, foolish and other similar tasks or activities.Yet it does not take effect until, the neophyte suffers from bruises, injuries or even worse, death.   As a proof, not one of the student organizations has or had been arrested for merely shouting at an applicant in front of many people or hurling hurtful words that demeans the student as a person.Worse, even the administration itself is practicing these traditional rights of acceptance. AR Santiago, the son of former Senator Miriam Defensor-Santiago committed suicide after being turned down in his application study in the UP College of Law.The panel was reported to use cruel ways in interviewing applicants, even asking in an underhanded way of how he can cope with an insane lady for a mother (Arrowsmith, 2004).Such injustice had been happening and would not have been noticed if a senator’s son hadn’t died. Up to now the law of the jungle where the strong crushes the weak occurs. It is instilled in the values of the University ‘s organizations and even in some of the administration that these archaic ways are the solution for the students to be prepared for the real world ahead, that indeed connections and power and wealth for position does exist.The Band of BrothersThe word fraternity is defined (Encarta, 2007) as an organ ization formed to enhance the social, academic, professional or personal interests of members.   Its word comes from the Latin word â€Å"frater† meaning brother.

Information Technology: Structures of Data Essay

The home page of the ITPRC Web site introduces it as â€Å"The Information Technology Professional’s Resource Center† (ITPRC, 2007). Originally created in 1999, the avowed purpose of the Web site is to provide a one-stop shop for IT professionals for technical information on data networking. The purpose is laudable because data networking is a vital function which underlies many of the devices and systems that make our modern life convenient and efficient such as computers, ATMs, cell phones, airline reservation systems, and the like. Any resource which aids the understanding by the concerned professionals regarding this body of knowledge is beneficial to society as a whole, directly or indirectly. On the other hand, the subject matter of this Web site is so highly technical, extensive and rapidly evolving that it must be very difficult to maintain it and keep it abreast of developments. Comprehensive Discussion The links in the home page are grouped into four main headings: (1) Career Management, (2) Technologies, (3) Operations and (4) Others. The ITPRC Web site may thus be considered as a portal that leads to other Web sites which might be of interest to the network engineer in the areas represented by the headings (Deitel, 2001, pp. 35-37). The meat of this Web portal is the Technologies group of links. Under this group the link titles roughly correspond to the OSI reference model for network architectures (Martin, 1988). This is a conceptual model which is well-known to networking professionals and even those at the student level. They are greatly aided by this grouping scheme in organizing their searches for resources on the Internet.   For instance, under the heading Technologies, we find the links â€Å"Physical†, â€Å"Data Link† and â€Å"Content Network†, while the OSI model has the bottom layers â€Å"Physical†, â€Å"Data Link† and â€Å"Network†. The Technologies â€Å"Physical† link points to Web sites on modems, cabling and other devices which a network engineer would expect to find under this topic. The other ITPRC links under Technologies roughly correspond to areas covered by the remaining layers in the OSI model, namely the Transport, Session, Presentation and Application layers (Martin). The Operations category of links provides information on organizations (business, government or NGO) which run networks, software tools for measuring network performance such as response times for messages sent over the Internet, and other software for monitoring security conditions or threats such as repeated hacking attempts. The links classified under Others point to a treasure trove of information in the form of Web sites containing dictionaries, glossaries and FAQs pertaining to computer and networking terms. And if the researcher’s mind is having difficulties in untangling the complexities of networks, there is the Humor link to Web sites which provide comic relief. A Helpful Chain of Links Suppose I were a graduate student who sets out to understand the evolution of the Internet’s TCP/IP message routing techniques. In the ITPRC home page under Technologies I will click on â€Å"TCP/IP FAQ†. This brings up a Web page where I will click on the link â€Å"Where can I find RFC’s?†[1] That leads me to the page on â€Å"The Definitive RFC Repository† which mentions the URL .   When I click on that URL – voila – out comes the RFC Editor Web site (RFC Editor, n.d.) which includes a search engine for all RFCs, from the earliest RFC dated 1969 to the latest one published in 2009. This is just one example of the richness of information sources that are accessible through the ITPRC portal. One could follow other chains of links to Web sites which eventually lead to the information sought after. A Useful Professional Resource The ITPRC has links to Web sites that meet a wide variety of the needs of data networking professionals. We have seen earlier how the portal could be useful to a graduate student. For an engineer on the job, it has links for finding information related to workaday matters such as the latest viruses circulating on the Internet. For a technology manager who is about to embark on an upgrade of the enterprise network, the industry news links would be useful starting points for learning about developments that could keep his company at par with or ahead of its competitors. Thereafter he could direct his staff to conduct in-depth research on the technology behind the new product offerings and the likelihood that the products have been thoroughly debugged. The network professional looking out for an opportunity to advance his career in another company would find the â€Å"Job Databases† links invaluable. Other Observations The links to some of the sites are no longer valid. Under the â€Å"Book Sites† link, the very first two Web sites no longer exist. The third Web site, â€Å"Half Price Computer Books†, does not live up to its title. You have to keep on clicking a number of Web sites in succession before you come up with any site that offers substantial discounts on computer books. Bottom Line The ITPRC site is a very useful portal for the data networking professional in the sense that beginning with just one Web site he is directed to the sources of tons of information in the data networking field.

Genetically Modified Soybeaans essays

Genetically Modified Soybeaans essays Roundup Ready Soybeans are soybeans made to maximize the herbicide ability of a spray called Roundup Glyphosate is the active or main ingredient in Roundup. Glyphosate or phosphonomethylglycine, is a white, odorless solid that dissolves in water (Some Food for FDA Regulation). Once it is sprayed on a plant it is absorbed and then moves through the plant tissues where it inhibits the production of the enzyme EPSP synthase. This stops the plant from making amino acids essential for life, which results in death. This means that Roundup cannot be sprayed on any fields where the crop has begun to sprout out of the ground since the herbicide would end up killing the crop which had been planted in the field (Some Food for FDA Regulation). The Glyphosate in Roundup will not effect attended vegetables by moving through the soil, which also results in the lessening chance of it moving into groundwater, which lessens the chance of pollution (Some Food for FDA Regulation). Roundup can only be us ed before the crop reach a certain stage of growth. This is why Roundup Ready soybeans were created and this allows for farmers to have superior weed control and also maximize field potential. The ability to produce great crop was enhanced since farmers could use this, plus it was extremely cheap ( Winston 135). Roundup Ready soybeans are tolerant to the herbicide Roundup because each and every seed is injected with a gene called Roundup Ready gene (Genetically Modified Crops). Genetically modified beans has no particular purpose, besides the fact that it helps the production of more soybeans for cheaper cost. Briefly the process for injecting this gene was identifying and isolating the gene that was able to resist herbicide from a common garden plant, called geranium (Genetically Modified Crops). Then attaching it to a gold dust and blasting the gold dust at a soyb ...

The Best IB English Study Guide and Notes for SL

The Best IB English Study Guide and Notes for SL/HL SAT / ACT Prep Online Guides and Tips Are you taking IB English and need some help with your studying? No need to reread all the books and poems you covered in class! This study guide is for IB English A students (students in IB English A: literature SL/HL, IB English A: language and literature SL/HL, or IB English literature and performance SL) who are looking for additional guidance on writing their commentaries or essays. I've compiled this IB English study guide using the best free materials available for this class. Use it to supplement your classwork and help you prepare for exams throughout the school year. What’s Tested on the IB English Exams? The IB English courses are unique from other IB classes in that they don't have a very rigid curriculum with exact topics to cover. Instead, your class (or most likely your teacher) is given the freedom to choose what works (from a list of prescribed authors and a list of prescribed literature in translation from IBO) to teach. The exams reflect that freedom. On the exam for all English A courses, you’re asked to write an essay (or essays) that incorporates examples from the novels you read. You’re also asked to interpret text (typically poetry, though sometimes an excerpt from a book) that you read for the first time the day of the exam. The exact number of questions varies by the course, but the types of questions asked on each all fall into the two categories listed above. What’s Offered in This Guide? In this guide, I have compiled materials to help teach you how to interpret poetry and how to structure your essay/commentary. I've also provided notes on several books typically taught in IB English SL/HL. This should be all of the material you need to study for your IB exam and to study for your in-class exams. How to Interpret Poetry Guides Many people struggle the most with the poetry material, and if you're one of those people,we have some resources specifically for making poetry questions easier. Here is afull explanation of how to interpret poetry for the IB examwith term definitions, descriptions of types of poems, and examples.This is another great resource withpoetry terms defined on â€Å"flashcards†, and you can test yourself on the site by clicking "play". How to Write Your Essay Guide If you're not sure how to write your essay, here's a guide towhat you essay should look like for the IB English SL/HL papers.This guide gives advice on how you should structure your essay and what you should include in it. It also contains a few sample questions so you can get a better idea of the types of prompts you can expect to see. IB English Book Notes Based on the list of prescribed authors and literaturefrom IBO, I picked some of the most popular books to teach and provided links to notes on those works. What's important to remember from these books is key moments, themes, motifs, and symbols, so you can discuss them on your in-class tests and the IB papers. Agamemnon Anna Karenina Antigone Crime and Punishment Death of a Salesman A Doll's House Don Quixote Dr. Zhivago Hamlet Heart of Darkness Jane Eyre King Lear Love in the Time of Cholera Macbeth One Day in the Life of Ivan Denisovich Romeo Juliet Sense and Sensibility The Stranger The Sun Also Rises Waiting for Godot The Best Study Practices for IB English Hopefully, this guide will be an asset to you throughout the school year for in-class quizzes as well as at the end of the year for the IB exam. Taking practice tests is also important, and you should also look at our other article for access to FREE IB English past papersto help you familiarize yourself with the types of questions asked by the IBO (and I’m sure your teacher will ask similar questions on your quizzes). Make sure you're reading all of the novels and poetry assigned to you in class, and take detailed notes on them. This will help you remember key themes and plot points so you don't find yourself needing to reread a pile of books right before the exam. Finally, keep up with the material you learn in class,and don't fall behind.Reading several novels the week before the IB exam won’t be much help. You need to have time and let the material sink in over the course of the class, so you’re able to remember it easily on the day of the IB exam. What’s Next? Want some morestudy materials for IB English?Our guide to IB English past papers has links to every free and official past IB English paper available! Are you hoping to squeeze in some extra IB classes? Learn about the IB courses offered onlineby reading our guide. Not sure where you want to go to college? Check out our guide to finding your target school.Also, figure out your target SAT score or target ACT score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Cognitive Development Theory Essay Example | Topics and Well Written Essays - 750 words

Cognitive Development Theory - Essay Example This test was adopted to be used in the United States in 1905 by a psychologist called Lewis Terman (Morra, 2008). The intelligent quotient has its scoring concept based on the mental age. In this test, the average intelligence of a child needs to match with his/her age. However, a gifted child has his or her performance compared to that of older children while the slow leaners are identified through comparisons with younger children. There are a number of theories of cognitive development, yet there is none that gives explanations to all the cognitive development aspects. The Jean Piaget theory is one of the most comprehensive and influential postulate. Jean argues that intelligence is an enabling agent for one to adapt to an environment. Ones intelligence is shown by his or her response towards a certain stimuli. He was interested in the reaction of children towards the environment (Morra, 2008). The knowledge of a child contains basic units referred to as schemas which organize ex periences acquired in the past and provide grounds in which new ones are understood. Piaget establishes four main stages of development and each of these stages build on the experiences a child acquires from the previous stage. These stages include; 1) Sensory or infancy stage: During this period intelligence is shown through the reflex activity that does not involve the use of symbols. The knowledge develops in a limited manner as a result of reduced physical, interactive activities and various experiences gained. Infants begin learning the world around them by using their senses. They mostly focus on the movement of various objects around them, separate pitch and sounds, perceive colors and anticipate events such as suckling once they see their mothers nipples. 2) Pre-operational stage also known as toddler or early childhood: Here, the child’s intelligence is demonstrated by the involvement of symbols. It is also associated by development of memory and imaginations, improv ement of language, and predomination of opportunistic thinking. However, thinking is demonstrated in an illogical or irreversible manner. Toddlers strive to be independent posing a challenge of their safety to the parents. They also show an understanding of what is appropriate or not. They are knowledgeable on the permanence and displacement of the various objects or people, and starts using different tools and instruments within their reach. 3) Concrete operational stage also referred to as elementary and early adolescence: This stage is characterized by logical interpretation and systematic analysis of symbols that relates to concrete events and objects (Morra, 2008). Reversible mental actions dominate while the egocentric thinking diminishes. At this stage, they acquire imagery, memorizing and social interaction skills. They learn negative actions such as lying, abusing and bullying. 4) Formal operational stage also known as adolescence and adulthood: Abstract concepts and logica l application of symbols describe the intelligence in this stage. Formal thinking and a slight demonstration of egocentrism characterize this people. Their judgments on various occurrences are based on their ability to analyze past experiences. School age children are able to think on what is possible and stop limiting their thoughts to what is real. Their thinking is hypothetical. They are able to comprehend abstract ideas in a logical manner,