Development as a second language teacher

Teaching a second language means teaching a language to learners who are not originally natives to that language. This form of instruction can either be carried out in the learner’s own nation either within the public school system or privately for instance in a part time language school or with a private tutor. The teachers can either be native or non-native speakers of the language. Teaching techniques Reading There is an increasing popularity in teaching that uses literature targeting the young children and teenagers.Teenager oriented literature provides simpler resources especially the reading material printed by major publishers and mostly gives a more comprehensive method than the one found in the adult literature (Tarone et al, 2009). Communicative language teaching Communicative language (CLT) concentrates on interaction as both a technique and an objective of learning a second language. The method is also described as the communicative approach to the instruction of f oreign languages or the communicative method.CLT is often found to be a response to the audio-lingual method (ALM) and a complementation or advancement of the notional-functional syllabus (Tarone et al, 2009). Blended learning Blended learning is an arrangement that incorporates both classroom teaching and online interactions and is also called CALL or computer-guided language learning which is realized through a virtual learning environment. Input and input processing Input and input processing are major components of developing a second language or second language acquisition.The term input describes all the information that the learner actually processes from the information offered to them. It is not possible to acquire second language without input and input processing. Acquisition models vary in the kind of input which is found to be the most significant factor to second language acquisition. Induction models view acquisition as a product from informal message-centered input w hile instructional models view formal instruction as a significant component of second language acquisition.Any of the acquisition models recognizes the direct relationship between language input which the students are exposed to and the language output they deliver. When input is offered by interaction in natural environment learners concentrate majorly on trying to comprehend and produce a message and end up acquiring the second language as a coincidence. Conversely, if learners emphasize on the language itself, they pick the language intentionally. The above analysis of input however suggests that input is always available to the learners whether in their conscious state or otherwise.Though the intention to learn is not vital to the learning process, attention to the input is essential to begin processing the input in order to acquire or develop the second language (Tarone et al, 2009). Social cultural perspective in language learning A social cultural viewpoint in language learn ing is based on theoretical assumptions and empirical investigation of learning acquired from different fields including human development, linguistic anthropology and social theory.According to this viewpoint, language development starts with an individual’s social world which encompasses a diverse mix of regularly appearing goal-oriented intellectual as well as practical activities. Through the learner’s direct involvement in the activities as well as transformations in the learner’s life, the structural components of language are acquired together with communicative intentions and particular perspectives of the language. It is though ultimate internalization of self-regulation of the particular methods of achievement of success in the activities that characterizes growth in language acquisition.From this view point, learning is regarded as the process of altering the patterns of participating in particular social practices among the communities as opposed to internal assimilation of structural features of language structures. Since schools are significant social setups, the activities constituting their classrooms are regarded as fundamental sites of learning a second language (Tarone et al, 2009). Classroom interaction Classroom interaction is a method in which learning is achieved in classrooms.In language classrooms, interaction assumes a significant role in language acquisition in that it’s both a medium of language acquisition as well as an object of educational attention. By interacting with each other, learners and teachers form a common body of knowledge. They also establish mutual understanding of their functions and relationships and the values and anticipations of their participation as members in the classrooms. This implies that through interactions, learners and teachers socialize into specific understanding of what constitutes the formal curriculum.The forms of interactions also assist in describing the values by w hich individual learners achieve their targets (Duff, 2000). Peer-to-peer dialogue in language acquisition In mutual dialogue, learners share ideas to solve linguistic challenges and/or construct language or ay information about language. Language mediates this activity as cognitive equipment to process and control meaning formulation and also as a social equipment to convey information to others. This implies that any word spoken can be viewed as both a process as well as a product.Peer-to-peer dialogue is important in all the four skills acquired in second language development, that is, reading, writing, speaking as well as listening. Peer-to-peer dialogue can thus be considered as a mediator to second language learning (Oxford, 1993). Value of reflection and reflective teaching Reflection or critical reflection describes an activity or procedure whereby an experience is remembered, considered and assessed normally in regard to a wider purpose.It is a reaction to past experiences and entails conscious recall and assessment of the experience as a basis for valuation and decision making and a directive for planning and plan execution. Reflective teaching has various approaches which include study of oneself and others, group teaching and exploring ones perspective of instructing through writing. In spite of the approach chosen, three parts that are a component of the method include: the event, recollection of the event and review and reaction to the event (Abbott, 2000). Errors and error correctionLearning of a second language involves Errors and error correction. Error analysts differentiate between errors, which are logical, and mistakes, which are not. They are concerned with identification of errors in the acquisition of second languages. An error can be categorized as a basic error, covert errors, overt errors or domain. They can also be classified on the basis of the level of the language. The classification of an error is very important since its correc tion is possible if it is positively identified (Corder, 2001). Qualities of a good second language teacherA good second language teacher is a pre-requisite to the learning of a second language. A good and qualified teacher will motivate the learners by making the lessons more interesting and educational. A good second language teacher should have the appropriate qualification and education. For instance, it is not obvious that a person whose native language is English is necessarily capable of teaching English. Teaching the language requires special training to equip the tutor with the necessary skills appropriate for teaching the language.Qualified tutors should have a firm knowledge of linguistics, language skills and the modern teaching methodologies and theories. The tutors should consistently keep themselves updated, for instance, by extensive or wide reading and participating in language conferences (Tarone & Swierzbin, 2009). Dedication and sense of humor A good second langu age teacher should have a passion for teaching and should be dedicated to the teaching career. The tutor should teach with the intention of making a difference in the learner and assist them to learn.A good second language teacher should not be solely be motivated by money but should have the inner motivation to teach and help. Motivation by money would imply that the tutor is more interested with acquiring money rather than the needs of the learners. The teacher should possess a good sense of humor. Such a teacher will be able to make the learning enjoyable and fun (Tarone & Swierzbin, 2009) Four skills in second language acquisition Listening Listening is the language skill which students mostly find the most difficult to comprehend. This is as a result of the students’ feeling that they not compelled to learn every word.To realize their objectives in relation to this skill, the tutor plays a significant role that is described by the following steps: first, it is necessary to assist all the learners prepare for the listening task properly before the text is introduced to them. It is therefore necessary for the tutor to make certain that the learners comprehend the language they require to finish the task and are fully informed of their expectations in the course. The learners need to be reassured that it is not necessary that they comprehend every word but most of the words especially the common ones.The next significant step is to encourage the learners to anticipate the words they would hear. In real life, the condition, the speaker, and the image clues all assist everyone to decipher oral messages (Duff, 2000). Speaking In teaching the speaking skill, the tutor must take into consideration that the language input used in the instructional process is higher than the level of the language production anticipated from the learners. Learners especially those in primary schools should be exposed to several speaking activities to enable them participate w ith little verbal response.At higher levels however, learners are motivated to start to manipulate language and convey themselves in a clearer and more personal means. In the primary school for instance, the two major speaking activities utilized are: songs, chants, and poems to encourage learners to imitate the model they hear on the cassette. Other activities are the game and pair work activities which should at all times emphasize on a particular model. These motivate the learners to start to manipulate the language by exposing them to certain amount of choice, although within a supposedly controlled situation (Duff, 2000).Reading In order to make reading a relaxed and interesting activity as opposed to a boring and tedious duty, it is significant to ensure that the learners do not struggle to read every word they come across, whether they are skimming for the wording for general meaning or scanning it to look for particular information. At this point, the teachers should select texts while considering the difficulty level. They should also consider the interest of the learners as well as their humor so that the learners are encouraged to read as they would do with their native language.The selected texts should be motivating enough to keep the learners entertained as well anxious to read and learn more of the language. As far as the listening activities are concerned, it is significant to invest more time preparing for the tasks by utilizing illustrations (Duff, 2000). Writing In the lower levels, EFL learners progress from writing secluded words and phrases, to short paragraphs about some specific topics or very common topics like family, home, and hobbies and friends. Since most of the learners at this level are unable to either linguistically or intellectually create written text from the start.The writing activities mainly show towards the end of a course to enable the learners have adequate exposure to the language and practice of the major structures and vocabulary they require. At this point, the learners work will invariably contain errors. The teacher should be more sensitive in the correction process and not focus much on every error that is identified. A piece of written work that is full of correction work is de-motivating and usually counter-productive. In as much as possible the learners should be encouraged to make corrections in their own work (Duff, 2000).Difficulties to the learners Language instructing practice often presumes that most of the difficulties that students encounter while learning the language are as a result of the level to which their native language varies from the second language.. An indigenous speaker of Chinese may for instance encounter more difficulties than an indigenous speaker of German, because German is closely related to English more than Chinese is. This may also apply to individuals of any first language intending to study any other language.Language learners commonly make mistakes esp ecially syntax and pronunciation mistakes due to the influence of their first language like mapping its grammatical structure inappropriately onto the second language, pronouncing certain sounds wrongly or with difficulty and confusing certain aspects of the vocabulary, referred to as false friends. This is known as first language transfer or language interference (Richards & Renandya, 2002). Conclusion A good second language instructor is a significant factor when learners are studying a second language.It has generally been agreed that great tutors are those that still recall what it was to be a learner and treat the learners as equals. When teaching a second language, the tutor must establish an open, free and close relationship with each of the learners and motivate the quieter ones or the slow ones to gather enough confident and courage. The teacher should have enough patience and appreciation and an understanding that everyone can make mistakes. Being in a position to teach a second language is the most rewarding job since it involves assisting learners to advance and communicate abroad (Richards & Renandya, 2002). References Abbott, M. (2000). Identifying reliable generalizations for spelling words: The importance of   Ã‚   multilevel analysis. The Elementary School Journal 101(2), 233-245 Corder, S. P. (2001). The significance of learners' errors. International Review of Applied   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Linguistics, 5, 160-170. Duff, P. (2000). Repetition in foreign language classroom interaction. Mahwah, NJ: Lawrence Erlbaum Oxford, R. (1993).Research on second language learning strategies. Annual Review of Applied Linguistics 13:175-187 Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: an anthology of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   current practice. Cambridge: Cambridge University Press Tarone, E., Bigelow, M. & Hansen, K. (2009). Literacy and Second Language Oracy. Oxford: Oxford University Press Tarone, E., & Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford University    Press

New England and Chesapeake Regions Essay

Although New England and the Chesapeake regions were both settle largely by people of English origin, the two regions developed differently. Certainly they eventually evolved into similar modern societies. However in their early years, they were very different. Thus, by 1700, the New England and Chesapeake regions had developed into two separate and distinct societies due to differences in social structures, political structures, and economies. The social structures of the two regions were very different, mainly in demographics and the incentives of the immigrants and religion. In the New England area, the early populations was mostly comprised of families with children and servants. This brought to the New World skilled craftsmen, farmers, and indentured servants to shape the economy. This also provided a relatively equal male to female ratio. They had longer life spans and less infant and childbirth related deaths. The incentives of the New England immigrants was to escape religious and political conflicts in England, thus shaping their religion. The religion of the of the New England settlers was very Puritan. They wanted to establish themselves as a â€Å"city on a hill† or a place of morality and social reciprocity to serve as role model for the rest of the Americas. The Puritan communities were strong and tightly knit and the Puritan marriages were stable and most lasted until death. The religion of these settlers greatly influenced their politics; their form of government was a theocracy. The Chesapeake immigrants were many teenage boys and very few women. The women who did immigrate there had great choice in husbands. They married young, widowed, and usually remarried, carrying on the plantations of their late-husbands, resulting in greater economic freedom for women Most of the male immigrants were seeking gold in the New World and prone to fights from the start. The Chesapeake was very diverse in religion. This diversity nearly required religious toleration to some extent. As a result, the community life was very unstable. The political structures of the New England colonies and the Chesapeake colonies, too, were different. In the New England colonies, the  government was a Puritan theocracy. Each town had an agreed upon covenant or promise of not only moral, but social commitment. Established and enforced by their government and covenant were fair and set wages, shared property, and public schools. Each town had a annual town meeting during which the male voters would appoint men to govern for the coming year. In the Chesapeake there was at first general chaos. The councilors appointed by the English king wanted to just go back home to England. The established governments were oligarchies and aristocracies, breeding social unrest in the lower classes, as is very apparent in Bacon’s Rebellion. In the Chesapeake, there was a system of headrights or one of land grants to people who were willing to either immigrate to the colony or pay for the voyage of another. Also different were the economies of north and south. The New England economy was primarily sustained on agriculture and some fur trading. As governed by their Puritan ideals, goods and foods were traded for need, not profit. The Chesapeake colonies were mainly plantation colonies. The main crops was tobacco, but cotton, indigo and rice were also grown. The labor intensity of the crops grown in the Chesapeake, the bad soil, and unfavorable growing conditions gave rise to slavery in the south. All the crops grown were grown for profits, so there was a very competitive system of plantations. The New England and Chesapeake colonies were settle mostly by the English, but they developed differently. By 1700 the two areas had two very different had developed into two very separate and very distinct societies due two differences in social structures, political structures, and economies.

Advice to a Friend on Choosing a Mistress Essay Example for Free

Advice to a Friend on Choosing a Mistress Essay ? In his message, Franklin advises his friend that marriage is the best solution not for only sexual desires but also the undisputable source of solid happiness. Having suspicions that his friend would not follow his guidance, Franklin recommends him to choose older mistresses instead of younger ones and lists eight valuables reasons to better support his argument. Franklin commences his essay by presenting advantages of the marriage. He says I know of no medicine fit to diminish the violent inclinations you mention†¦ Marriage is the proper remedy. It is most natural state of man and therefore the state in which you can are most likely to find solid happiness†. Through those sentences, Franklin seems to estimate that from a masculine’ view, one of the main advantages of the marriage is to bring pacification toward requirements of the flesh. The recipient of the letter who was the friend of the author seemed to be looking for a situation in which he could find sexual partner and happiness without commitment. Based on the previous quotes, the author claims that the best situation in which he could find hat he was looking for was a marriage. In his letter, Franklin advices his friend to settle because ‘ It is the man and woman together that make the complete human being†. If Franklin thinks that the marriage is so positive, this is relied to both psychological and socio-economical reasons. First all he is convinced that the married life is more balancing that the single lifetime. Franklin believes that a man who did not find the soul mate is in other words incomplete, unaccomplished by saying that A single man has not nearly the value he would have in that sate of union, He is an ncomplete animal. He resembles the odd half of a pair of scissors†. Based on this judgement, Franklin means that family life calms people; it is the natural arrangement in which they can organize their production’ strength with the most possible benefit. While Franklin affirms that together there are more likely to succeed in the world† there is no doubt that he is referring to the material success. Concerning the woman, it is only in a marriage that she can show up her real values. Through the letter, Franklin continues to give worthy reasons in order to convince the ecipient about getting married. Franklin having doubts that his friend would not consider his advice followed his representation of the marriage by an alternative solution to satisfy his needs. If his friend his not ready to commit and wants to continue a commerce with Sex inevitable†, he suggested that ‘ you should prefer old woman to young ones†. The first raison that Franklin used to support his case is that they nave more knowledge ot the world, and their minds are better stored witn observations, their conversation is more improving and more lastingly agreeable†. By affirming this, Franklin makes an allusion to the intelligence of older woman. He illustrates that people gain knowledge as they get older. They have, in principle knew more love stories or adventures than youngest ones, thus they better know men, know how to take care of them and also how to satisfy them. Franklin defends the idea that a debate with an old woman is rich and interesting, because they had been through many involvements from witch they had retains acquaintance. They have lived longer and have things to communicate to you. Franklin also supports his reference for older woman by saying that To maintain their influence over men, they supply the diminution of beauty by an augmentation of utility’. This is to illustrate that older woman, with the time spend less time worrying about their appearance, which they use to do more important stuff. To him, when beauty disappears, women improve their service. At their age, they assume their femininity and do so without any complex. Franklin, who was a man of science and also know as Lady Man’ also gave bodily motivation for choosing an older woman. He implies that ? because in every animal that walks upright the deficiency of the fluids that fill the muscles appears first in the highest part. The face first grows lank and wrinkled; then the neck; then the breast and arms; the lower parts continuing to the last as plump as ever: so that covering all above with a basket, and regarding only what is below the girdle, it is impossible of two women to tell an old one from a young one†. His purpose here is to assure his friend that there are no doubts or fear to have on the corporal pleasure of an old woman. According to him as in the dark all cats are rey, the pleasure of corporal enjoyment with an old woman is at least equal, and frequently superior†. This is to support that woman are woman regardless of age, an old woman can perform the same way as a young one concerning sexual experience. Sometimes, they are even considered superior. Through the note, Franklin by saying because there is no hazard of children, which irregularly produced may be attended with much inconvenience† refers to the fact that woman at a certain age can’t get pregnant. Thus while dating them the chance of being relied to them by omeone or something is null. This also makes the separation easier and leaves out others inconvenient that children can bring in a relationship. Across the letter, Franklin continues to encourage his friend to choose an old female if this last one persist in thinking a Commerce with the ser. He establishes a formal and highly analytical tone with his receiver about the discretion an old mistress can have in their relationship. He supports his suggestion by affirming that because through more experience they are more prudent and discreet in conducting an intrigue to revent suspicion. The commerce with them is therefore safer with regard to your reputation. From the following sentence, the author suggests that with an old woman, it is less probable that the relationship get revealed consequently with her you reputation will be at the shelter because they are more responsible in managing a relationship and they now what they want. Finally, Franklin ends up with his letter by saying † they are so grateful†™. Even though Franklin, in his letter gave an approved receipt to find the best mistress, it is obvious that considering as the ounding father his interest for marriage respond to others concern more important than the promotion ot the psych-to-emotional blooming. Advice to a Friend on Choosing a Mistress. (2018, Nov 09).

Driving and texting Research Paper Example | Topics and Well Written Essays - 1250 words

Driving and texting - Research Paper Example Checking of the emails in smart phones among the US citizens is a rampant incident that leads to destructive driving. Driving as well as texting at the same time can be very dangerous to the lives of individuals for it can cause many accidents. Institutions that is responsible for enacting laws to put this act to stop by coming up with guidelines to the use of phones while driving. Laws, rules and procedures need to be used to illegalize the act of driving while texting to keep save the lives of persons from accidents (Jaytay). Using of mobile phones does distract drivers in many ways of which it includes; physical destruction, instead of paying much attention the physical tasks that are required while driving. Gear changing and steering are the physical tasks that an individual need to concentrate on while driving. The driver has to use one or both of their hands to operate the phone. The next distraction is the visual destruction. Mobile phones distract an individual while driving in two ways. That is the driver has to move their eyes to and from the road and concentrate on the text. Secondly, while operating the phone, the eyes should be on the road and hence are not properly positioned to the road thus causing accidents (Darden). Sound is another form of distraction caused by texting. Here, attention will move from the road and directed to the sounds of the emails and messages that enter the phone. It normally applies when the phones sound is of poor quality. In addition, some people are cognitively distracted during the process of texting. In this case, thoughts of the driver diverted from the road and redirected into the conversation that is going on the phone (Evans). All the forms of destruction by mobile phones are the highest cause of accidents in various roads, and the most affected generation is the youthful generation. In other states, restrictions are major to minors and individuals who just acquired the license. Other institutions

Shift Work Stress and Safety Term Paper Example | Topics and Well Written Essays - 1500 words

Shift Work Stress and Safety - Term Paper Example s for nigh perfection that comes from anyone’s bosses, almost always require one to either work long, crazy hours, or overnight where stress on the body is higher with the ever so quietness of the night. Shifts are usually relegated to one of three eight hour shift starting times: 0600, 1400, and 2200. Shiftwork is usually considered to be either overnight work or a schedule where no two days have the same shift. Some people enjoy shift work, most just tolerate it, while others cannot handle it. This type of stress like any other can be harmful to the body. The amount of stress one can take varies from person to person. Some people handle stress better than others. Furthermore, some industries have a higher level of risk and stress placed upon its business and the employees of those businesses. Thus, OSHA has set up specific guidelines and suggestions to help ensure the safety of those employed in the various industries. These industries have guidelines ensure the safety of the employees that are more rigid that various other industries. However, not only do the riskiest industries have stress that can cause injuries, but even working in an office can cause undo harm an injury to an employee of a company. Stress does not have any friends or particular industries that it hits harder than others. Overall, stress can come from various places and in various forms such as Temperature, discomfort, long hours, minimal breaks, weather conditions (if working outdoors), etc. Even with all the possible injuries that can be brought about by stress, OSHA guidelines can only help so far. OSHA works as diligently as it can to ensure everyone’s safety and health. Their priority and main goal is just that: ensure the health and safety of all employees in a workplace. Stress from shift work can be harmful to a person’s body. Shiftwork does not allow, in most cases, for people to get the proper amount of rest needed to have a healthy life. Thus, the onset of fatigue

Nurse management in the hospital setting Assignment

Nurse management in the hospital setting - Assignment Example With diversity in ideas, there is assurance that the final decision will be brainstormed upon and will be the best. Team works also add the value of improving communication among the employees as well as getting them to know each other (West, 2012). The first strategy to create a positive team climate is to provide the team members with freedom to be creative and work without maximum supervision. This will not only allow creativity but will facilitate more ideas to be provided and more brainstorming without members being nervous or afraid. The other strategy is to mix the team members according to their differing abilities and personality. These strategies are bound to ensure to teams spend less time addressing personal issues or arguing and more doing their assignments. Finally the other strategy to a positive team outcome is to set deadline on the assignment or project. The deadline will ensure that they do not engage in unnecessary activities but rather just focus on the work at hand (West, 2012). The first strategy is accommodation. This involves one party in the conflict allowing the other party to satisfy their concerns and neglect their own as a way to end the conflict peacefully. This is a selfless conflict management strategy. The other strategy to manage conflict is avoidance. This involves avoiding taking any action at all about the conflict or even paying any attention to the conflict at hand. Compromising is another conflict management strategy which involves attempt to solve the conflict by finding ways to partially solve the conflict and satisfy both parties but without completely satisfying any party. This only manages in quelling the conflict for a while. Lastly is collaboration which involves trying to make each party understand the concerns of the other party in question as way to find mutual solution and promote understanding. If this technique succeeds, then the conflict is managed for longer periods or even ended

Information Technology assignment unit 4 Essay Example | Topics and Well Written Essays - 500 words

Information Technology assignment unit 4 - Essay Example The speed is not a great concern so I have chosen a medium speed for printing b. In this scenario we have a firm that uses computer only for word processing. The biggest application occupies 24 MB, so we do not require a system with huge capacity drives and processing power. The hardware configuration selected for this firm is given: c. In this type of firm we need systems that have extreme processing power and clock speed power. Here we have to process at high speed because scientific applications require more processing power, so configuration of the system is given below; d. In this scenario we need a better printing power and this can only be achieved through enhanced memory. Because the printing current pages are stored in the RAM so we need better RAM as compared to processing power. Here we need a printer that can print the pages at higher speed. We also need big data travel drive. a. Magnetic tapes: In this scenario we need to store thousands of employee records for several years. This storage is only for backup procedure. Here we do not require processing of records. So we will choose the magnetic tapes those provide large storage capacity at less expenses. b. Magnetic hard disks: Air line reservation requires fast and large record processing. Here in this scenario we require systems that provide high storage and fast processing speed. The selection of magnetic hard disks is the best choice for such areas of working. c. Recordable optical discs (CD-R: write once, read many): the maintenance manual facility is effectively provided through CR-Rom technology. Main reasons of this technology selection are the less cost and appropriate capacity of medium for the maintenance manual storage. d. Flash memory USB drives: when we want to take any digital data from one place to another then the flash memory USB drives are the best choice. These are high speed data travel

Describe and evaluate two approaches to the treatment of Essay

Describe and evaluate two approaches to the treatment of self-defeating behaviour - Essay Example Thus eventually it results in failure in accomplishing the said objective which amounts to individual frustration. The event of losing confidence culminates in the failure of each of the different tasks taken by such person even if one possesses the optimum potency in completing the desired task. Psychologists have outlined some basic traits which help them to understand the emergence of the Self-Defeating Syndrome. Persons with such syndromes would try to evade the final completion of any particular task undertaken by him or her. These people generally feel outweighed by the amount of tasks entrusted on them which leads to tension and frustration. The losing of trust over oneself makes the persons deny any possible suggestions rendered by other people to help in the solving of the task. These people behave pessimistically and thus happen to fall short of meeting tasks on time. All such above factors make the person take resort to addictions to reduce the amount of frustration in the m and create a vicious environment. Continuous negative behavioral impulses like lack of attention or lack of proper attendance results in loss of work. (Merriment, n.d.). Origins and Causes of Self-Defeating Behaviour Psychologists state many reasons that lead to the emergence of Self Defeating Behavior Syndrome. ... This sense of inferiority developed in their minds amounts to making them all the more depressed and outweighs their potency. Further the lowering of their self confidence also greatly impacts their interpersonal skills which socially exclude them from their external environment. The factors of social exclusion limit the interactive sphere of the people which thereby amounts to events like severe depression and frustration. The people suffering from this psychiatric syndrome also reflect a negative belief about other people dwelling in the external environment. This amounts to restraining oneself from mixing with others which again amounts in increasing the element of frustration in them. High amount of social exclusion in these patients makes the people get outdated about the different social developments taking place resulting in loss of efficiency and competency. (Slusher & Anderson, 1989, pp. 11-14). The increase in the element of frustration and depression among individuals in d ifferent countries has made them to increasingly take resort to things like drug and alcohol to reduce the effect of the tensions. However, in the other way round taking increased resort to such objects make them feel more defeated and decreases their potencies. (Gallozzi, n.d.). In addition to the above factors some previous psychological effects also lead to the emergence of Self-Defeating Behavior among individuals. Psychologists observe that certain traumatic factors affecting early childhood of different individuals amount to create a mental blockage in their minds for which they exhibit the lack of confidence in their activities and also in mingling with other individuals. Early childhood trauma restricts the personality growth and development of the individuals

School Administrator Interview [iw6-d5] Essay Example | Topics and Well Written Essays - 1250 words

School Administrator Interview [iw6-d5] - Essay Example Schools has limited funding and quality education demand great amount of money. In this case, managing finance of school is very critical job. This paper outlines an interview of my school administrator. My school is a private organization. Our finance administrator, Principal, has a master degree in accounting and finance. With 10 years of experience, He is excellent in accounting, budgeting and financial management. His analytical skills and accuracy are fantabulous. His organizational and communication skill are magnificent. He can efficiently work on team or independently with minimal supervision. Having knowledge of private school finance systems, policies and procedures, he can manage multiple tasks in fast pace environment. I asked the principal some questions about his position and responsibilities. As a principal, he generates the operations and capitol budgets for next academic year. As an administrator he has good influence in developing district budget. He works with department chairs to make requests for year ahead budgeting. According to him, he gained all knowledge by experience. When I tried to enquire about state funding formulas, he explained that being private school, they are not held to state funding formulas. Finance management is very critical job. But most difficult task, according to him, is understanding why teachers and staff find it difficult to plan ahead and use purchase order system. He is saturated with reimbursement system. On asking effect of future school finance on education he said, increased finance will improve school performance. The expenditure of more money for education would lead to improved student outcomes. There are evidence to prove relationship between the amount of resources and student achievement (picus, 1995). The strong belief that money is important to improving school performance maintains a strong following. The quality of school facilities are important to student learning. He believes that more money would help school provide a higher quality education, which in turn would lead to greater student achievement. Many important educational programs are aimed at improving opportunities for groups of students with special needs are based on the assumption that additional resources are essential to their success (Roy, 2004). With more funds, Classroom size can be reduce which ensures increased attention per pupil and improve student learning. According to him, important outcome of sch ooling will be success in the labor market, and there is link between higher cost resource allocation patterns and improved career earnings. It can be argued that an important outcome of schooling is the ability of graduates to find and keep good, high paying jobs. While making the link between educational resources and employment (as measured by lifetime earnings or a similar measure), men who were educated in states with relatively small classes in the public schools and relatively high teacher salaries tended to have higher earnings than did men educated in states with relatively larger classes and relatively lower paid teachers. This findings suggest that small classes and high teacher salaries (both of which would lead to higher per pupil expenditures), may have a greater effect on future earnings. Again teacher education also affects student performance. There is positive

Case study Ice-Fili Example | Topics and Well Written Essays - 1500 words

Ice-Fili - Case Study Example In addition, emergence of a large number of domestic producers also contributed to the market share erosion of the firm in the recent years. Russian ice cream market has also declined over the last decade. The company gave primary focus to product quality and therefore it continued to use natural ingredients while foreign manufacturers widely used chemical preservatives to increase the durability of their ice cream products. This approach not only assisted the foreign players to make their products durable, but also aided them to reduce the costs. Thus they obtained competitive advantages over the traditional players like Ice-Fili. In total, the company’s traditional product policies also played a crucial role in reducing its dominance in the Russian ice cream market. The case study indicates that Russian ice cream market exhibits strong seasonal fluctuations. The country’s ice cream consumption normally reaches at its peak during the summer season. The Russian ice cream consumption has notably declined by the early 21st century as compared to other developed economies like the United States, France, and Canada. Regional Russian producers do not give much emphasis to the promotion of ice cream products and this adverse situation keeps the country’s ice cream industry down despite the high level affordability of ice cream products in Russia. As Rukstad Wells and Yin, point out, beer, soft drink, and confectionary industries take advantages of this favorable situation (To illustrate, the production of beer was up 23%, soft drinks 25%, and confectionaries 8% in 2000 whereas the production of ice cream was down 3.5% in the same period as compared to the previous year) which in turn worsen the growth of Russian ice cream industry. Degree of competitive rivalry is very high in Russian ice cream industry. The exhibit

Genocide is the deliberate killing of a large group of people, especially those of a particular ethnic group or nation. (Genocide) Essay Example for Free

Genocide is the deliberate killing of a large group of people, especially those of a particular ethnic group or nation. (Genocide) Essay Introduction In 1994 Rwanda experienced the worst genocide in modern times. The Rwandan Genocide was a genocidal mass slaughter of the Tutsis by the Hutus that took place in 1994 in the East African state of Rwanda. It is considered the most organized genocide of the 20th century. Over the course of approximately 100 days (from the assassination of Juvenal Habyarimana and Cyprien Ntaryamira on April 6 through mid-July) over 500,000 people were killed, according to a Human Rights Watch estimate. Estimates of the death toll have ranged from 500,000–1,000,000, or as much as 20% of the countrys total population. It was the culmination of longstanding ethnic competition and tensions between the minority Tutsi, who had controlled power for centuries, and the majority Hutu peoples, who had come to power in the rebellion of 1959–62. (Rwandan Genocide) History between the Hutu and Tutsi people In 1990, the Rwandan Patriotic Front, a rebel group composed mostly of Tutsi refugees, invaded northern Rwanda from Uganda in an attempt to defeat the Hutu-led government. They began the Rwandan Civil War, fought between the Hutu regime, with support from Francophone Africa and France, and the Rwandan Patriotic Front, with support from Uganda. This exacerbated ethnic tensions in the country. In response, many Hutu gravitated toward the Hutu Power(Rwandan Genocide), an ideology propounded by Hutu extremist, with the prompting of state-controlled and independent Rwandan media. As an ideology, Hutu Power asserted that the Tutsi intended to enslave the Hutu and must be resisted at all costs. Continuing ethnic strife resulted in the rebels displacing large numbers of Hutu in the north, plus periodic localized Hutu killings of Tutsi in the south. International pressure on the Hutu-led government of Juvenal Habyarimana resulted in a cease-fire in 1993. He planned to implement the Arusha Peace Agreement.(Rwandan Genocide) The assassination of Habyarimana in April 1994 set off a violent reaction, during which Hutu groups conducted mass killings of Tutsis (and also pro-peace Hutus, who were portrayed as traitors and collaborators). This genocide had been planned by members of the Hutu power group known as the  Akazu ( Hutu extremist ) , many of whom occupied positions at top levels of the national government; the genocide was supported and coordinated by the national government as well as by local military and civil officials and mass media. Alongside the military, primary responsibility for the killings themselves rests with two Hutu militias that had been organized for this purpose by political parties: the Interahamwe and Impuzamugambi, although once the genocide was underway a great number of Hutu civilians took part in the murders. It was the end of the peace agreement. The Tutsi Rwandan Patriotic Front restarted their offensive, defeating the army and seizing control of the country.(Rwandan Genocide) Overview of the Rwandan Genocide with International Response After the Hutu presidents plane is gunned down on April 6. Hutu gunmen systematically start tracking down and killing moderate Hutu politicians and Tutsi leaders. The deputy to the U.S. ambassador in Rwanda tells Washington that the killings involve not just political murders, but genocide. The U.S. decides to evacuate all Americans. Canadian General Romeo Dallaire, head of the U.N. peacekeeping force in Rwanda, is told by headquarters not to intervene and to avoid armed conflict. In the next few days, evidence mounts of massacres targeting ordinary Tutsis. Front page stories newspaper stories cite reports of tens of thousands dead and a pile of corpses six feet high outside a main hospital. Gen. Dallaire requests a doubling of his force to 5,000. Nearly 3,300 Americans, French, Italians and Belgians are evacuated by troops sent in from their countries. On April 15th Belgium withdraws its troops from the U.N. force after ten Belgian soldiers are slain. Embarrassed to be withdrawing alone, Belgium asks the U.S. to support a full pullout. Secretary of State Christopher agrees and tells Madeleine Albright, Americas U.N. ambassador, to demand complete withdrawal. She is opposed, as are some African nations. She pushes for a compromise: a dramatic cutback that would leave a token force in place. April 16th, The New York Times reports the shooting and hacking to death of some 1000 men, women and children in a church where they sought refuge. Day 12, By this date, Human Rights Watch estimates the number of dead at 100,000 and calls on the U.N. Security Council to use the word genocide.Belgian troops leave Rwanda; Gen. Dallaire is down to a force of 2,100. He will soon lose communication lines to outlying areas and will have only a satellite link to the outside world. By April 25th,Gen. Dallaire is down to 450 ill-equipped troops from developing countries. He works to protect some 25,000 Rwandans who are at places guarded by U.N. forces. He still hopes the Security Council will change its mind and send him forces while there is still time.(Ghosts of Rwanda) On May 1st a Defense Department discussion paper, prepared for a meeting of officials having day-to-day responsibility on the crisis, is filled with cautions about the U.S. becoming committed to taking action. The word genocide is a concern. Be careful. Legal at State was worried about this yesterday Genocide finding could commit [the U.S.] to actually do something.(Ghosts of Rwanda) Bureaucratic paralysis continues. Few African countries offer troops for the mission and the Pentagon and U.N. argue for two weeks over who will pay the costs of the APCs and who will pay for transporting them. It takes a full month before the U.S. begins sending the APCs to Africa. They dont arrive until July. Seven weeks into the genocide, President Clinton gives speech that restates his policy that humanitarian action anywhere in the world would have to be in Americas national interest:The end of the superpower standoff lifted the lid from a cauldron of long-simmering hatreds. Now the entire global terrain is bloody with such conflicts, from Rwanda to Georgia. Whether we get involved in any of the worlds ethnic conflicts in the end must depend on the cumulative weight of the American interests at stake.(Ghosts of Rwanda) Eleven weeks into the genocide, with still no sign of a U.N. deployment to Rwanda, the U.N. Security Council authorizes France to unilaterally intervene in southwest Rwanda. French forces create a safe area in territory controlled by the Rwanda Hutu government. But killings of Tutsis continue in the safe area.(Ghosts of Rwanda) By July 17th, Tutsi RPF forces have captured Kigali. The Hutu government flees to Zaire, followed by a tide of refugees. The French end their mission in Rwanda and are replaced by Ethiopian U.N. troops. The RPF sets up an interim government in Kigali. Although disease and more killings claim additional lives in the refugee camps, the genocide is over.(Ghosts of Rwanda) Day 100 An estimated 800,000 Rwandans have been killed. The Aftermath In anticipation of a Tutsi retaliation, approximately 2 million Hutus, participants in the genocide, and the bystanders, fled from Rwanda to Zaire (now called Congo), Burundi, Tanzania and Uganda. Thousands of them died in disease epidemics common to the squalor of refugee camps, such as cholera and dysentery. The United States staged the Operation Support Hope airlift from July to September 1994 to stabilize the situation in the camps.(Rwandan Genocide) The presence of 2 million refugees in eastern Zaire helped destabilize the already weak country, whose corrupt president, Mobutu Sese Seko, allowed Hutu extremists among the refugee population to operate with impunity. In October 1996, Mobutus continued support of the Hutu militants led to an uprising by the ethnic Tutsi Banyamulenge people in eastern Zaire (supported politically and militarily by Rwanda), which marked the beginning of the First Congo War, and led to a return of more than 600,000 Hutu refugees to Rwanda during the last two weeks of November. This massive repatriation was followed at the end of December by the return of 500,000 more from Tanzania after they were ejected by the Tanzanian government. Various successor organizations to the Hutu militants operated in eastern DR Congo until May 22, 2009.(Rwandan Genocide) Mobutu was overthrown in May 1997, and Zaires new leader, Laurent Kabila, renamed the country the Democratic Republic of Congo. Kabilas relationship with his Rwandan allies quickly turned sour, and in August 1998 Tutsi rebel forces, supported by Rwanda and Uganda, launched another rebellion. This led to the Second Congo War, killing 5 million people from 1998 to 2004. Rwanda today has two public holidays commemorating the incident, with Genocide Memorial Day on April 7 marking the start, and Liberation Day on July 4 marking the end. The week following April 7 is designated an official week of mourning. One global impact of the Rwandan Genocide is that it served as impetus to the creation of the International Criminal Court, so that ad hoc tribunals would not need to be created for future incidents of genocide, crimes against humanity, and war crimes.(Rwandan Genocide) Works Cited 1.) Rwandan Genocide. Wikipedia. N.p., 20 Apr 2013. Web. 4 Sep 2013. . 2.) Genocide. New Oxford American Dictionary. 2008. 3.) Ghosts of Rwanda. Frontine. PBS.org: PBS, Chapel Hill, 04 Apr 2004. Web. 10 Sep 2013. . .

Substance abuse Essay Example for Free

Substance abuse Essay It is quite clear that substance abuse almost always occurs within the context of other problems. Common presenting problems that are related to substance abuse are marital and family conflict, child abuse, unemployment, financial problems, multiple medical problems, depression, suicide, and problems with aggression and violence. In assessing the role of substance abuse within the context of other problems, we also need to understand the dynamics of other behavioral problems and how they may be exacerbated by substance abuse. It is estimated that most domestic violence occurs during periods when one or both parties are abusing some substance and that as many as two-thirds of homicides and serious assaults involve alcohol. Criminal behavior such as child abuse or sexual molestation may be committed when the perpetrator is under the influence of a drug or alcohol. In one study, Chasnoff (1988) found that 64 percent of all child abuse cases in New York City involved a perpetrator who was under the influence of drugs and/or alcohol. Although researchers disagree about the exact nature of the relationship between substance abuse and violence, there is clearly a strong correlation between the two. Substance abuse does not only cause social problems, but it can also cause health problems too. For example, according to the American Health Association guidelines, cocaine use can cause a number of heart attack symptoms, such as chest pain, shortness of breath, anxiety, palpitations, dizziness, nausea and heavy sweating (Stengle, 18 March 2008). Physicians must remain aware that cocaine use can cause heart attack symptoms in younger patients with no heart disease risk factors, the guidelines said. Cocaine use can cause heart attacks, but only about 1% to 6% of those who use cocaine and experience chest pain have heart attacks. The guidelines warn that two common heart attack treatments blood thinners and beta blockers can cause injuries or death in those who use cocaine. Blood thinners can increase risk for bleeding into the brain for patients with elevated blood pressure caused by cocaine use, and beta blockers can increase blood pressure and restrict arteries in those who use cocaine (Stengle, 18 March 2008). We all know that alcohol abuse can lead to alcohol-related deaths from cancer, cirrhosis of the liver, pancreatitis, motor-vehicle crashes, falls, drowning, suicide, and homicide. Alcohol affects nearly every system in the body, and contributes to a range of medical problems, including altered immune system functioning, bone disease, hypertension, stroke, cardiovascular disease, reduced cognitive functioning, fetal abnormalities, traumatic injury, depression, gastrointestinal disorders, and cancers of the neck, head, stomach, pancreas, colon, breast, and prostate (Werch, 2002). Behaviorally, substance abuse can be considered any use of a psychoactive substance that causes damage to the individual or society or both. Becoming dependent on any substance is a process that occurs over differing periods of time for different individuals and varies with the use of different substances. A dependence on alcohol may take several decades to develop while an addiction to cocaine, especially crack cocaine, may occur almost immediately. There are, however, certain phases that individuals are likely to pass through as their dependence on a substance increases. An old proverb regarding alcoholism outlines the progression of addiction: â€Å"The person takes a drink, the drink takes a drink, and the drink takes the person. † The journey from controlled use to being controlled by their use is the nature of addiction. No one begins using alcohol or other drugs with the goal of becoming addicted. With these voluminous data about the ills of substance abuse, we should all know by now that we have to curb this problem that eating away our society. I also experienced substance abuse first hand because I have people close to me who had been affected by substance abuse. My cousin has drug problem as he is hooked with marijuana, while my uncle and aunt are alcoholics. I witnessed that how they engaged in prolonged, continuous substance abuse and saw how they were unable to function without using his drug of choice on some regular basis. They somehow neglect their daily needs to the point of not eating or caring for themselves. Attempts to control their usage are abandoned as the periods of intoxication and recovery encompass most of their time. My uncle allowed himself to undergo detoxification at a rehabilitation center but my aunt has developed cirrhosis because of her alcoholism. Ultimately, we need to join hands in informing everyone about substance abuse. Common misinformation about substance abuse may divert the focus of the problem to other factors that are then presented as the primary problem. It should start with the family of the abuser who should support their loved one in this matter. Starting from family, communities can then undertake several strategies to stop substance abuse because there is no single solution that can surely alleviate substance abuse-related harm to individuals and populations. The comprehensive approach should use a wide range of strategies that address the multiple causes and dimensions. These strategies should include educational approaches—such as public health education and awareness programs, including school and community-based prevention programs; environmental approaches—such as controls on the price and availability of alcohol and drugs, minimum age for purchase of alcohol, legislative measures to curb driving under the influence of alcohol, and restrictions on the promotion, marketing, and advertising of drugs alcohol; and health care efforts—such as primary health care screening, advice by health care providers, preventive services, and effective treatment using psychological and pharmacological approaches. References Mackesy-Amiti, M. E. and Fendrich, M. (1995, November). Delinquent Behavior and Inhalant Use Among High School Students. Paper presented at the American Society of Criminology meeting, Boston. NIH Arrestee Drug Abuse Monitoring Program. (2003). Preliminary Data on Drug Use Related Matters Among Adult Arrestees and Juvenile Detainees, 2002, Washington, DC: National Institute of Justice. Steingle, J. (20008, March 18). Cocaine May Cause Heart Attack Symptoms. Newsday. Retrieved March 22, 2008, from http://www. newsday. com/news/nationworld/wire/sns-ap-cocaine-heart,0,6680577. story. Substance Abuse and Mental Health Services Administration (SAMHSA). (2006). National Survey on Drug Use and Health (NSDUH) 2006. Office of Applied Studies. Retrieved March 22, 2008, from http://www. oas. samhsa. gov/nsduh/2k6nsduh/2k6Results. cfm#1. 1. Werch, C. E. (2002). Alcohol Use and Abuse. In Breslow, L (Ed. ), Encyclopedia of Public Health vol. 1, New York: Macmillan Reference USA.

The Spanish Language

The Spanish Language Spanish is part of the Indo-European family of Romance languages and is closely related to Italian and Portuguese. It is a major language with approximately 400 million native speakers worldwide. Spanish is spoken in Spain; South America (except Brazil and Guianas); Central America; Mexico; Cuba; Puerto Rico and the Dominican Republic; Western Sahara; north Morocco; Equatorial Guinea; and some parts of America. (Swan, M. and Smith, B., 2001) In 2004, 71.3% of English Language Learners in Florida spoke Spanish. (MacDonald, V., 2004) II. Phonology (pronunciation) A. Native speakers of Spanish sometimes have a hard time producing initial consonant clusters without using an extra vowel at the beginning because there are no initial clusters in the Spanish language. For example, because there is no initial cluster of /sp/ in the Spanish language, native speakers would probably say, I espeak eSpanish. (Nasr, R.T., 1997) For the most part, all vowels have a shorter pronunciation in Spanish than in English. Spanish only has five pure vowels and their length, unlike English vowels, is not a distinctive feature. Typically, at least two English vowels share the phonetic space occupied by one Spanish vowel. This is seen in the difference between /i:/ and /I/ in English which correspond to the Spanish /i/, so meet and mitt, sheep and ship, etc. are easily confused. (Swan, M. and Smith, B., 2001) The letter /z/ does not exist in Spanish. English language learners use /s/ for /z/ therefore, lacy is said for both lacy and lazy, sip for both sip and zip, etc.. (Swan, M. and Smith, B., 2001) The Spanish language has a /b/ and /v/ allophone (two different versions of the same sound) and to an English speaking ear it sounds the same. The Spanish language adds friction to the /b/ sound which makes it sound similar to the /v/ sound. Therefore, the pronunciation of Por favor may sound like Por fabor. (B/V Confusion in Spanish, 2011) Spanish speakers also often pronounce a final d similar to an unvoiced th. Additional pronunciation problems at the end of words are d and t as well as thing/think and sometimes thing/thin or even ring and rim. This is because Spanish consonant sounds usually differ more by their position in a word than English consonants do. (Case, A., 2012) B. The sample recording I used was from a 34 year-old male from Veracruz, Mexico. He began learning English at the age of 29. In the sample recording, the use of an intrusive vowel at the beginning of initial consonant clusters was repeated. Words that were changed include: Stella eStella; spoons espoon; snow esnow; snack esnack; small esmall; snake esnake; station estation. C. For Spanish speaking students having the e before s-consonant cluster difficulty described above, create a passage for students to read aloud, in which each sentence starts with a word beginning in an s-consonant cluster. Prior to the students taking turns reading the passage aloud, help them practice for a minute by saying short words that start with an s-consonant cluster like spit, stick, and spell. Pronounce the words along with the student, exaggerating the beginning s sound. This will help to create a new muscle memory that doesnt leave room for students to include the beginning e sound. (How do you teach adult EL students English pronunciation?, n.d.) III. Morphology (word structure) A. Spanish EL students tend to make morphological errors in their speech when they over generalize a morpheme such as plural s. The Spanish speaker would say: The deers are brown, instead of, The deer are brown. Spanish EL students also often have confusion with pluralizing adjectives. This is because in Spanish adjectives and the nouns they modify must agree in number, while in English, plural nouns are not modified by adjectives in plural. For example, a statement in Spanish would be Carlos tiene los ojos azules., which translates to Carlos has got blues eyes. (Mingorance, Y, 2010) The Spanish language does not have contracted verb forms and this can be a problem for EL students. They have problems in understanding will or would in: Ill go to the store; theyd come with us and construe them to mean I go; they come, etc.. (Swan, M. and Smith, B., 2001) Spanish has high sound-to-spelling correspondence, so spelling in English is difficult for EL students. Spanish speakers often reduce double letters to single ones: aple, diferent, necesary, etc.. and since they do not distinguish English phoneme contrasts, words can be confused, like: hoping / hopping, this / these, etc.. (Swan, M. and Smith, B., 2001) In writing, Spanish EL students are likely to not use capital first letters for days of the week, months, or national adjectives since they are not used in the Spanish language. Examples of this would be and EL student writing: tuesday, february, or english. (Swan, M. and Smith, B., 2001) B. Instructional activities for Spanish EL students to teach them the proper use of contractions in the English language are very important and can be a challenge. Teachers should review the use of contractions and make sure that students understand the difference between general contractions, such as shes for she is as well as informal contractions like gonna for going to. Then explain the main exceptions to the rule like, you are unable to contract will not as willnt. It would be wont. Have students listen to audio recordings or a movie in English and have them write down all of the contractions they hear. Help students identify the words that are contracted and state the type of contractions used. (Latham, n.d.) IV. Syntax / Grammar (word order and sentence structure) In the Spanish language, subject-verb agreements do not always correspond to the statement. Due to this freer word order, EL students often put the emphasized word last in a sentence. For example: Yesterday played very well the children. 1. (Swan, M. and Smith, B., 2001) In Spanish, adjectives and nouns usually come after the head noun. An EL student may write I drive the car blue, instead of I drive the blue car. (Swan, M. and Smith, B., 2001) EL students often mix up the word order of questions such as Marta has cooked the food could be written as Cooked the food has Marta? This is because there is no set word order for questions in the Spanish language. (Swan, M. and Smith, B., 2001) EL students also commonly put a rising no at the end of questions or statements. This is done in the Spanish language to urge agreement to any positive statement. It is common for them to say or write sentences like: She has a job, no? or You are going home tomorrow, no? (Swan, M. and Smith, B., 2001) Double and even sometimes triple negatives are standard in the Spanish language as they are viewed as reinforcing, rather than contradicting each other. This leads to EL students making the common errors of sentences like: I dont have none or My son doesnt eat nothing. (Swan, M. and Smith, B., 2001) B. As they say, practice makes perfect. For Spanish EL students, I would recommend repeated practice of word order. This can be done through worksheets, interactive programs on SmartBoards where they can manually manipulate the word order by touch, or even with the words in a sentence written on separate cards where the student can line them up in the correct order. The more they practice the precise placement of words in the English language, the easier it will come to them. V. Conclusion A. As previously mentioned, Spanish EL students face many challenges in learning the English language. The biggest challenge facing them is not only learning basic interpersonal communication skills (BICS), but also cognitive academic language proficiency (CALP) so that they can proceed with content area learning. The longer it takes an EL student to master CALP, the further behind they will get in learning the required subjects in school, or if they are moved along in the school system, the less they will be able to retain and learn. B. The pedagogical value of understanding Spanish EL students predictable errors is that it provides educators with essential tools to help students learn. The more knowledgeable an educator is about the most common types of mistakes that EL students make, the more aware they are of the students actual comprehension levels, and the better able they are to provide differentiated instruction to ensure success of the EL students. (Rico, 2012)

The Trebuchet :: Physics Trebuchet History Papers

The Trebuchet The roots of the machine go back to at least the fifth century B.C. in China. In its most primitive form, it consisted of a pivoted beam with a sling at one end and ropes at the other. A stone would be placed in the sling and a team of men would haul the ropes, swinging the beam up into the air†1. â€Å"The trebuchet reached the Mediterranean by the sixth century C.E. It displaced other forms of artillery and held its own until well after the coming of gunpowder. The trebuchet was instrumental in the rapid expansion of both the Islamic and the Mongol empires. It also played a part in the transmission of the Black Death, the epidemic of plague that swept Eurasia and the North Africa during the 14th century. Along the way it seems to have influenced both the development of clockwork and the theoretical analyzes of motion†2. We will now look at the physics of a trebuchet. â€Å"The trebuchet uses many different physics applications, we will look at a few of them. Basically a trebuchet is a fulcrum. First the energy of conservation. The setting of the trebuchet before firing is shown in Fig 1. A heavy counterweight of mass (M) (contained in a large bucket) on the end of the short arm of a sturdy beam was raised to some height while a smaller mass (m) (the projectile), was positioned on the end of the longer arm near or on the ground. In practice the projectile was usually placed in a leather sling attached to the end of the longer arm. However for simplicity, we shall ignore the sling and compensate for this omission by increasing the assumed length of the beam on the projectile’s side. The counterweight was then allowed to fall so that the longer arm swung upward, the sling following, and the projectile was ultimately thrown from its container at some point near the top of the arc. The far end of the sling was attached to the arm by a rope in such a way that the release occurred at a launching angle near the optimum value ( most likely by repeated trials) for the launch height. The launching position is shown in fig.2 where we have assumed that the projectile is released at the moment the entire beam is vertical. In the figures: (a)=height of the pivot, (b)= length of the short arm, (c)= length of the long arm, while (v) and (V) are the velocities of (m) and (M), respectively, at the moment of launching.

Billy Joel :: Free Essays

William Martin Joel, born May 9, 1949, in The Bronx, NY, grew up in a comfortable Long Island suburb, Levittown, during the years following World War II. His German-born father, Howard Joel, who was imprisoned by the Nazis at Dachau during the war, moved to America after his release, to begin a new life in New York. That new life included adopting a new faith for his son--although Joel Sr. was Jewish, young Billy was raised in a predominately Catholic neighborhood and frequently attended mass and confession. Joel's father secured work as an engineer with General Electric while his mother, Rosalind, set to work raising Billy and his sister Judy. Both of Joel's parents provided early musical influences: his father was a classically trained, self-disciplined pianist, and his mother had once sung in the chorus for Gilbert and Sullivan. Though he scored well on tests, his teachers refused to graduate him from high school due to his many absences from skipping school. It was also during these years that Joel discovered the power of music. In 1962, Joel saw a live performance for the first time when he went with friends to hear James Brown at Harlem's Apollo Theater. Other early influences included Otis Redding, Sam and Dave, Elvis Presley, and the Beatles. Joel was deeply affected by the British invasion, so much so that he modeled his own budding style after the Beatles' Paul McCartney, "I idolized The Beatles, especially Paul - nobody could come up with the melodies he could". On February 21st, 1964, Joel joined his first band, the Echos (in 1965 known as the Lost Souls, in 1966 The Memerald Loard), on the organ and vocals and began composing simplistic songs. "The first gig I did was when I was 15, in 1964. I played in a band at Holy Family Church in Hicksville. Billy Joel :: Free Essays William Martin Joel, born May 9, 1949, in The Bronx, NY, grew up in a comfortable Long Island suburb, Levittown, during the years following World War II. His German-born father, Howard Joel, who was imprisoned by the Nazis at Dachau during the war, moved to America after his release, to begin a new life in New York. That new life included adopting a new faith for his son--although Joel Sr. was Jewish, young Billy was raised in a predominately Catholic neighborhood and frequently attended mass and confession. Joel's father secured work as an engineer with General Electric while his mother, Rosalind, set to work raising Billy and his sister Judy. Both of Joel's parents provided early musical influences: his father was a classically trained, self-disciplined pianist, and his mother had once sung in the chorus for Gilbert and Sullivan. Though he scored well on tests, his teachers refused to graduate him from high school due to his many absences from skipping school. It was also during these years that Joel discovered the power of music. In 1962, Joel saw a live performance for the first time when he went with friends to hear James Brown at Harlem's Apollo Theater. Other early influences included Otis Redding, Sam and Dave, Elvis Presley, and the Beatles. Joel was deeply affected by the British invasion, so much so that he modeled his own budding style after the Beatles' Paul McCartney, "I idolized The Beatles, especially Paul - nobody could come up with the melodies he could". On February 21st, 1964, Joel joined his first band, the Echos (in 1965 known as the Lost Souls, in 1966 The Memerald Loard), on the organ and vocals and began composing simplistic songs. "The first gig I did was when I was 15, in 1964. I played in a band at Holy Family Church in Hicksville.

college essay :: essays research papers

Not everything I learned, I learned in kindergarten nor in the classroom for that matter. As a senior in high school I’m not only 1ft taller but hopefully a more enlightened person. It is necessary to understand that I am not the same person who began as a freshman four short years ago. Although I learned a great deal inside the classroom, I have also garnered a wealth of knowledge far from the hallowed halls of my high school. My involvement in academics, school related clubs and work experience have instilled unique abilities and characteristics in me that have transformed me from a naà ¯ve freshman into a well rounded motivated young man.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout my four years at Westwood High, I have taken advantage of the many clubs and organizations offered. My participation in these groups has allowed me to form new friendships with fellow students, teachers and people from the community. Starting in my sophomore year I joined the school newspaper, (Westwood Wire) and was able to showcase myself as a journalist. Although the stories were simplistic (â€Å"Food Fight results in Major Brawl†) they gave me a chance to play the role of a reporter and be a source of information and news for many of my peers. Another club that has been a big part of my high school career is the â€Å"Teen Mentors† group. On Friday nights I would act as a chaperone at the middle school dances. I had a responsibility to watch over younger students, provide them with an enjoyable and safe experience and most of all show them that I could be seen as a positive role model in their lives.   Ã‚  Ã‚  Ã‚  Ã‚  From the initial summer of my freshman year to this very day I have had a job. Beginning in my fourteenth year I started working at Roche Bros supermarket as a bag boy, cashier, grocery clerk and as a source of new ideas for management. I learned the basics of running the grocery business, having seen first hand how each department of the store had to stay below a budget and at the same time provide an unparalleled service to the customer. I was to see the challenges that my manager faced of creating a schedule by which every employee was happy with their hours. I also was able to see various forms of marketing and examples of how Roche Bros sold itself.

The Two Shopkeepers- Kantian Ethics and Consequentialism

Liza G Prof. Williams Ethics 21 November 2011 The Two Shopkeepers One of the several topics covered in Kant’s Groundwork for the Metaphysics of Morals is the issued of two shopkeepers. One shopkeeper is honest with his customers in order to maintain a positive reputation and improve profits. The second one is honest because he thinks it is right and exercises his respect for the moral law. The first shopkeeper is motivated to be honest by the rewards of a positive reputation and profit. The second is motivated by respect for morally right action. Taking these motivations into consideration from the standpoint of Kantian ethics, it is clear which shopkeeper is acting right. Kant believes that actions that are consistent with moral law, yet motivated for desires for happiness or pleasure are absent of moral worth. One reason he concludes this can be seen in Groundwork where he introduces the idea of the categorical imperative. This idea contains two formulas, the first one states that one ought to â€Å"act only according to that maxim by which you can at the same time will that it should be a universal law† (Singer 274). In other words, if ones principle, or maxim, behind what they are doing is something they would be willing to make a universal law, it is a good action. The first shopkeeper’s motivation to be honest is inconsistent with this formula, as their maxim of being honest is purely selfish, and it would not be effective if willed to a universal law. This is because it fails the concept of reversibility, for in an ideal society one would want others to treat him according to what the other person is doing. In this case, society would not function in the sense of moral rightness because if everyone acted honest to each other for solely their benefit, no one could trust anyone else or assume they are acting out of respect for the moral law. Since the first shopkeeper’s action fails the notion of reversibility, it also fails the universalizability test in which actions can be willed into a universal law. Secondly, the first shopkeeper is not acting in compliance with Kant’s second formula of the end in itself. This notion of respect for persons has to do with treating people as having intrinsic value in and of themselves. The first shopkeeper is only acting to reward himself through the means of his customers. The fact that he is not rewarding customers with honesty, but complying with the moral law in order to reward himself with a good reputation and profit makes it so that he is not acting rightly. The second shopkeeper, however, is acting in accordance with Kant’s categorical imperative. This shopkeeper acts in accordance with the first formulation of universalizability. Unlike the first, the second shopkeeper is honest because he knows it is morally right. And this passes the universalizability test since an ideal society would inhabit people who act based on the sense of right and wrong, according to Kant. The keeper’s honesty is also reversible, because if others in a society acted out of respect for the moral law like he is, everyone would be acting right towards one another. He complies with the second formulation by his honesty with customers out of respect for the moral law. He is not only using the treatment of his customers as a means for honesty, but also as an end respect for the moral law. In other words, being honest with his customers is not only enabling him to act morally right, but allowing him to be evaluated as respecting the moral law (Singer 274-275). Now, a consequentialist thinker would not judge the shopkeepers moral intentions, but would judge the acts they do by the consequences they produce. Consequentialism is a normative ethical theory where actions are right or wrong based on the consequences that result from action. This contradicts Kant’s notion of evaluating the moral intentions of the action, regardless of the consequence it produces. This theory often adopts ideas seen within utilitarianism, where an action is good or right considering how many people it benefits. For example, a consequentalist may say murder of one person to save one hundred people is right simply because of its consequence. But a non-consequentialist, or deontologist, such as Kant would conclude that killing someone is always morally wrong regardless of the consequence. Applying the consequentialist theory to the shopkeepers’ actions, one can conclude that neither of the shopkeepers is acting in accordance with the ideas of consequentialism. Evaluation of their actions through the mind of a consequentialist will explain this conclusion. Considering the utilitarianist approach within the theory of consequetialism, neither of the shopkeepers is acting rightly. This is because a utilitarianist judges a situation based on how many people it will produce the best consequences for. Since the first shopkeeper is simply benefitting himself, he is not acting in accordance with this process of judgment, but rather benefiting his own ego. And the second shopkeeper is also not acting in accordance with this process because, if anything, he is only benefitting himself with the feeling of acting morally right since he acts in respect for moral law. His honesty may allow him to feel confident that he is doing the right thing, but it fails to benefit anyone else in a sufficient way. Personally, I see the situation from the consequentalist point of view to be closer related to my own perception of the shopkeepers’ actions. I say this because I tend to cast consideration for other people aside. That is to say, the respect for persons and passage of the universalizability test are not as important in determining my actions. I see consideration for the greater society as well as for myself of more importance than acting in accordance with moral law. For instance, I perceive killing one person for the greater good of one hundred as a more realistic and commonsensical than refraining from benefiting all of those people because killing is morally wrong. The fact that I label myself as a realist also greatly affects which viewpoint I see fit. The realistic view to have for the sake of the betterment of society is definitely that of a consequentialist, as acting solely for respect of moral law can sometimes harm humanity. This especially applies to cases where morally right thinking contradicts logical thinking, like in the example of sacrificing one for the sake of many.

Differnce between IBO Religion and Christianity Essay

After reading, Things Fall Apart, we might ask what are the differences between the religions that the Ibo Clan practice, compared to a highly practiced religion, Christianity. Some of the differences are how the Ibo religion practice polytheism, belief in more then one God, and the Christians practice monotheism, belief in only one God, the creator of Heaven and Earth, his name is God. Others are, how they believe in animated Gods, which are alive and there Gods can be seen, and Christianity believes in inanimate gods, which their God is eternal. There is a huge difference between the Ibo Clan religion and Christianity, it will be shown. When Mr. Brown, the missionary, comes to the village of Umuofia to spread the word of God to the Ibo Clan, he met Akunna. Mr. Brown and Akunna has a conversation about their differences in religion, Akunna telling Mr. Brown that the Ibo Clan believes in one supreme God but had others that they worship, the name of their God is Chucku, because â€Å"he made all the world and not other Gods.† Akunna also mentions to Mr. Brown that they also worship carved wood, â€Å"they tree from which it came was made by Chukwu, as indeed other minor God were† Akunna tells Mr. Brown that the Ibo religion â€Å"make sacrifices to the little gods, but when all else fails there is no one to turn to they go to Chuckw.† (180) Another God, besides the carved wood, that the Ibo worship, is the Oracle of the Hills and Caves. The Ibo believe that they must do whatever the Oracle of the Hills says, if the don’t the people of the village will be punished. An example of this is when the Oracle of the Hills pronounces that Ikemefuma, the boy living with Okonkwo, need to be killed. Since the Oracle of the Hills and Caves says that it must be done, â€Å"the men of Umuofia took the boy outside the village and killed him† (57). The Ibo religion is very different from Christianity. Since Christianity only believes in one God, they don’t have all of these other Gods as the people of Umuofia believed in, such as the carved wood, and the Oracle of the Hills and Caves. Sometimes thinking that the Ibo religion would only have one or two gods, but they didn’t. Included with the other Gods that they worship, there was  another which was the snake known as the sacred python. When the Christian missionaries come to the village, the son of the snake priest says that he â€Å"ate and killed the sacred python† (185). The son of the snake priest was named Enoch, he did eat the sacred python, when he decided to convert to Christianity. This is one huge difference between the Ibo Clan and Christianity, of how and what they worship. However there are some differences between Ibo and Christianity is the belief in animate Gods, and inanimate Gods. Christians have an inanimate God, which means that He cannot be seen, and Christians also believe that God is eternal. Unlike Christianity, the Ibo believe in animated Gods, which are alive and their Gods can be seen, such as the spirits. When the Ibo Clan would talk to their spirits, as when the egwugwu had emerged once again from their underground home, they saluted on another and then reappeared on the ilo (92). The Ibo Clan Gods’ emerged from underground, and that they speak to them just as humans would. Comparing that to the Christians way, is different. Christians don’t believe of having spirits rise from the dead, or from the underground to come and solve problems. Christians just believe that God is number one, and that they pray to God for helping them solve problems, but not face to face as the Ibo Clan claims to do with their Gods. Another contrast between the two religions is the practice of polygamy compared to monogamy. Polygamy is what the Ibo Clan practice, which is having many wives at one time. In Umuofia, the more wives a man had, the better, just like Okonkwo, he had three wives, and â€Å"another man in the village was a wealthy man who had three barns and nine wives with thirty children† (18). But this is all common practice for the men in Umuofia to have more then one wife. Each wife and her children would live in different huts, and the man lives by himself in his obi. In contrast, Christians practice monogamy and that’s being married to one wife at a time, Christians believe that when a man and women become united in Christ, they become one. In conclusion, Things Fall Apart portrays, social, culture, and religious aspects of Africa. Christianity and Ibo are both types of religions, but they are practiced in very different ways. A difference was the practice of  polytheism, which would be the believe in more then one God and monotheism, belief in one God which is practiced by the Christians. The second difference was the Ibo worship animate Gods, unlike the Christians who worship inanimate God. In addition is that the Christians practice monogamy, being married to only one wife, and the Ibo practice polygamy, more then one wife. Here were two very different religions and practices but each had the choice of which one they wanted to follow, some stayed with the Ibo Clan religion, but others converted to Christianity, it’s their choice.

Latest Coral Disease

Coral disease is a disease found in coral that caused by an algae that grown in the reef tank. There are many identified coral diseases and its causes. One of which is white plague type II. White Plague Type II disease in corals is triggered by the direct contact of coral with macroalgae halimeda puntia. Nugues, claims that this disease causes the widespread death of corals that occur with heavy growth of macroalgae. Cited in Nugues. Et al; www.practicalfishing.co.uk. Macroalgae is said to be the responsible for many coral diseases that if not controlled, it will also lead to coral death. Other identified cause of coral disease is coral bleaching or white syndrome. With this disease, coral looked bleached which caused by the high sea temperature that led coral to eject the symbiotic algae that produce food for the coral. Coral bleaching makes the coral weaker and more prone from attack of diseases. Extreme heat, due to global warming caused this coral bleaching because heat can trigger the virus in zooxanthellae, which is known for food production of corals. As the sea temperature becomes more heaters, more severe coral diseases are also expected to arise. This syndrome can treat and prevented if the sea temperature gets colder. Aside from warm temperature, overcrowding of corals also brings white syndrome. Researchers found out that the syndrome increases its rate from 1998, increased 20-fold in 2002, not just due to warm temperature but also because of overcrowding of corals. Researchers found out that corals can not breath and grow properly if they are closely tight with each other, and they are more prone to diseases. Widespread of disease easily occur if they are too close with each other. There are also other five identified coral diseases and their causes aside from the diseases mention earlier. One is brown band. Dense population of single-celled organism called ciliates causes brown band. These ciliates are hairy organisms that eat the food of coral known as zooxanthellae, it appears as brown jelly that cause disease to corals. Second is black necrosing syndrome. Coral appears to be dead with this kind of disease. Black patches eat away the tissues of corals that leave in white skeleton. It is actually found out in many gorgonian corals in Northern Great Barrier Reef. Third known disease is the pink spot. Pink spot is caused by the larval stage of the parasitic flatworm; which has three life stages that is parasitic on a mollusk, and affects the tissues of corals, which makes sensitive to predation by butterfly fish. However, healthy polyps regenerate from coral once the butterfly fish eats affected polyp. Fourth is Coral Tumor. These Tumors are formed by groups of polyps with increased growth rates. Corals affected with this disease appear to have spherical lumps raised about 4.5 cm from the surface of the coral. This tumor affects the reduction of function and growth of corals. There is a little known spread of numbers of this tumor and it is only monitored in Heron Island. The fifth known disease of corals is black band disease. This disease is associated with cyanobacteria. Coral with black band disease looks healthy in front but dead and look white behind. This band can move across coral colony at rate of 44mm a day. Scientist first coral disease observed this disease last 1973. The sixth and last identified coral disease is the Skeletal Eroding Band. It is similar to black band disease. However, this disease produces a white skeleton speckled with empty black shells of the ciliate, which causes diseases that disrupt the process of secreting protective shells or loricae. Work Cited: Coral Diseases. www.altavista.com/coraldiseases Latest Coral diseases. www.google.com . .

Foreign Direct Investment Disadvantages Essay

There is a lot to be said for big retail to come to India, but we cannot simply be taken in and mimic something which is being pushed down our throats because those who make the policy appear to not have the faintest clue on how retail really works in India If there were clear answers in black and white to the question, there would really be no need for any debate on the issue, but the truth is that it is simply not that simple. On a philosophical and emotional level, the answer could be that any form of foreign participation in a domestic market is rife with dangers of the colonialism sort, but in this day and age, while the core concept of being wary of foreign dominance may still be true, the fact remains that there are plenty of ways to ensure that it works on a win-win basis for all concerned. The main problem with the current status of foreign direct investment (FDI) in retail in India is that it does not provide a level playing field to other players of the domestic and small sort. In addition, it appears to take a rather naive and simplistic view on certain aspects, which like myths being repeated, tend to become urban legends. On the other hand, no country can afford to take on an isolationist approach. To start with, it may help to go through the background and policy note on the Cabinet decision on FDI in retail, as put up on various places on the internet. Facebook, PIB) As this writer sees it, with a holistic view of the subject and not just based on jingoism of the â€Å"burn down the malls† (right view) and â€Å"bad for farmers† (left view) sort, but on rational evaluation of larger issues, there are some points which need to be straightened out. Large retail is inevitable, and that is a simple truth, but there has to be larger perspective for public good which seems to be missing from this policy. The people of India come first, including those who want a better product or service buying or selling experience, and at the end of the day i t is their wallets which will decide where they go. But at the same time, the government, with the policy as outlined above, cannot sell the baby with the bath-water, and make things worse. Some suggestions: 1) The present Agriculture Produce Market Committee (APMC) Act requires urgent revamp if we really want to help the rural and agricultural sectors with a better go to market scenario. This, along with rapid introduction of the goods and services tax (GST) as well as ease of inter- and intra-state movement of foodgrain, agri products and fresh produce, would do more to improve matters, as well as do wonders for our conomy in a variety of ways—most of all in terms of controlling prices as well as reducing storage and transit losses. 2) The policy shown above makes a case that â€Å"brands† by big FDI retailers need to be carried across borders without in any way making it clear that the quality of those brands needs to be same across borders, too. As of now we see that with these manufacturers and retailers there is on e lower quality for sale in India and there is a better quality for sale in developed countries—case in point being soft drinks, processed foods, confectionery, electronics, motor vehicles and others. If anything is by way of a different quality for India for price or other reasons, then let it be clearly marked as such. 3) Specifically in the case of packaged and processed foods, the policy does not say anything about adherence to best case scenarios in terms of labelling of ingredients and avoiding misleading marketing ploys, thereby leading to a situation where outright dangerous products are foisted on Indian consumers. The amount of product detail available for consumers in developed countries must be matched for India, too. India cannot become a vast chemistry lab for processed foods or anything else. 4) More empirical data needs to be provided on subjects like â€Å"improvement in supply chain†. India is the country where the passenger rail ticket deliveries, fresh hot cooked food by dabbawallas and diamonds as well as other precious stones by angadias have set better than global standards in supply chains, so the same standards need to be quantified and applied to those seeking 100% FDI in retail. It is not too much to ask for them to match the Indian standards—unless those who made the policy are ashamed of our prowess. ) The investments in retail by the FDI route, when they come, should come only through a short-list of recognised tax adherence countries. The misused option of FDI coming in through known or suspect tax havens needs to be blocked—firmly. Likewise, full disclosures of the strictest sort need to be made on who the investors are—again, these cannot be suitcas e corporate identities hiding behind consultants and banks in shady tax havens or other countries. Unlike what happened in, for example, airlines, Indians need to know who is investing and from where. And in case there are legal issues, then we need to know who the faces are who will go through the Indian legal system, unless those who made the policy are ashamed of our legal system. 6) The payment processing and cash management as well as tax adherence part of this industry, both in terms of procurement and sale, need to be through the Indian banking system. And by fully transparent methods, so that float as well as control remains in India at all times, as is the case in developed countries.

Reporting results Essay Example | Topics and Well Written Essays - 250 words - 2

Reporting results - Essay Example Even though in 2012, Meals for the Homeless made a significant growth in total revenue, the amount could even be higher if the revenue from telephone solicitation was higher. One of the possible explanations for the decreased revenue through telephone solicitation is that lenders were more interested in viewing the balance sheet before giving their donations. Based on the fact that financial reports are used by various users including banks, lenders and auditors among others, Meals for the Homeless should show their financial reports to the lenders as a way of proving their financial stability and accountability (Finkler, 2010). Another possible reason is that Meals for the Homeless was not targeting large donors and organisations in 2012. As a result, the revenue generated from the less financially stable donors was less in 2012. The key question is: why did the revenue from telephone solicitation decreased while Meals for the Homeless management received more funds from mail solicitation? In the same way, was the decrease caused by the poor relation between the Meals for the Homeless management and the public or poor financial management and lack of

LD Research Paper Example | Topics and Well Written Essays - 1500 words

LD - Research Paper Example In reference to Goodman (20-22), a classroom is a physical environment with psychological connections. The classroom atmosphere should provide a comfortable serene area for learning in both the physical furnishing and psychological setting. Such a comfortable environment is fundamental for a 4th grade student who is young and eager to learn and explore. Goodman (23) outlines that the teacher, as the leader in the classroom, promotes community thinking among the students. Kids have one thing in common that bond them together â€Å"they are of the same age of less life experience†. This makes them think, act, learn and behave alike when together; they like to learn in groups and clubs. Ballantine et al (29) indicates that, in an ideal classroom, the excellent teacher instills community thinking into the children’s mindsets. The teachers’ communication is particularly significant to the students e.g. by saying; â€Å"In our class, we work together† the studen ts begin thinking in a broader perspective as a class and not as individuals. This is particularly essential for the junior 4th grade students who still want a feeling of connection to one another. The 4th grade children in Solomon Schechter schools acts and behave like a community in and out of the classroom. This is because the Hebrew language instills core Jewish culture in their learning and community relationship. Gurock (26) argues that the teacher connects to the students in the classroom by showing interest in the students’ lives and showing them how valuable they are to be members of the class. Through empathizing with children or encouraging them, the students feel connected not only to the tutor but also to the classroom as a whole. Warshawaky (52) outlines that, as the leader in the classroom and an example that the student should follow, the teacher must act, communicate and behave in a respectful manner in the classroom. Young students often copy what their teac her does and believe what their teacher tells them or what the teacher says (Marcus 22). The students will mirror the behavior, actions and communication techniques of their teacher. Jewish culture (in all the Jewish movements; 0rthodox, conservative or reform Jews) demands a child upbringing that is religious and that shares in the norms, believes and rituals of Judaism. A teacher of 4th grade Jewish students ought to instill respect into the students while in the classroom environment. According to Gurock (32), the Orthodox Jewish schools place more focus on religious studies of Torah and Hebrew culture. They often devote almost half of the school day for religious practices and instructions. The curriculum of most of the Orthodox Jewish schools (where all students are Jews and practice Jewish culture and prayers to the letter) promotes Judaism and religious studies. The primary responsibilities of the teachers in the Orthodox Jewish schools are to train the students in skills as well as proper religious, morals and social behavior (National Institute of Education 44). For example, the teacher should encourage students to embrace the use of phrases such â€Å"thank you†, â€Å"you are welcome†, and â€Å"excuse me† among other respectful statements. Weitherman (41-44) explains that the classroom is a democratic place where everybody’s view is respected. Fourth grade students have a mind that can