Observations of Fourth Grade Foreign Language Learning

Perceptions of Fourth Grade Foreign Language Learning 1.1. Foundation of the examination The reason for this examination is to explore fourth graders learning encounters in utilizing English as unknown dialect during the learning procedure in homeroom setting. During the time spent learning, students need understanding because of what they have been associated with that learning. Experience is picked up by direct inclusion or cooperation of an occasion. As expressed by Kellough (1998 : 280) when understudies are associated with direct encounters, they are utilizing a greater amount of their tangible information channels, their learning modalities (i.e., sound-related, visual, material, sensation); and when all the faculties are locked in, learning is best, important and longest enduring. In addition, with regards to learning English as unknown dialect, involvement with utilizing English is fundamental to accomplish powerful, significant, and longest enduring learning. As the outcomes, students can utilize the language for their day by day correspondence. Experience will be smarter to pick up when learning is done in early age. Drape and Pesola (1988:3) expressed that when language learning starts prior, it can go on longer and give more practice and experience, driving at last to more noteworthy familiarity and viability. This examination was utilized to understudies who have extend age from 7 until 10 years of age (solid stages) (Curtain and Pesola, 1988). It is accepted that when they take in English from Primary School, they have more practice and experience. As upheld by Curtain and Pesola (1988:3) the considering abilities most youngsters in grade school unknown dialect programs are at the solid stage, and experience assumes a significant job in all learning. Be that as it may, kids learning English as an unknown dialect in Indonesian primary school setting face numerous genuine difficulties. One test identifies with absence of social employments of the English language genuine circumstances which would probably include youngsters in their day by day life (CREST, 2002 :3). The students have involvement with utilizing English just from study hall setting. They are need to confront genuine English correspondence. Moon (2001:14) included that in the unknown dialect circumstance, the understudies depend primarily on the school for input. Thusly, the English learning involvement with study hall setting is fundamental to help understudies practice and correspondence recreation. Hence, it is expected to direct an examination which is exploring in the case of learning encounters in our Primary School has suit understudies practice and reproduction correspondence. The discoveries of this examination are replied by depicting taking in understanding from the homeroom perception and arranging information portrayal. Learning experience is the involvement with utilizing language during the learning time, which is figured in recreation and practices. The learning experience is created by training and correspondence reproduction done by students. Thusly, they will get a reasonable picture or talk understanding about the utilization of language. The instances of training and reproduction correspondence are accomplished from the physical exercises (i.e., hands on understanding), as refered to by CREST (2002:3) kids learn by method of physical exercises (i.e., hands on encounters) with regards to doing things inserted in their day by day lives, both separately and socially. From that hands on experience Moon (2000:6) likewise clarified that the utilization of melodies, rhymes, sonnets, show and homeroom schedule all assistance to give youngsters access to instant bits of language so they can start to convey. Drapery and Pesola (1988:xiv) accepted that fruitful language learning for kids is sorted out in the term of solid experience; significant arranging ought to go into the utilization of visual, props and realia, and hands-on exercises. Solid experience from the utilization of visual, props and realia and hands-on exercises can lead understudies achieve their language learning objectives. Drapery and Pesola additionally gives case of solid experience, those are tune, rhymes, finger play, props and Concrete Materials (discoursed, pretend, little gathering or pair work). Likewise from past investigation directed by Ririt (2004) said that different learning encounters in English program will be created through different sorts of material, exercises, for example, tune, stories, games, understanding content, and media. It tends to be inferred that in this investigation by having work on (sing melodies, do study hall schedules, read text, play game) and correspondence recreation (exchange, pretend), the understudies will have the option to accomplish the reason for learning English as unknown dialect for youthful student which is creating understudies open capability in language going with activity in school setting and creating students familiarity with the significance of English in worldwide network. It is expressed on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language going with activity) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat worldwide Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is an administration strategy which is recorded the motivation behind learning English for elementary schools understudies in Jakarta. Nonetheless, there are a few issues about the execution of learning experience that the students get from the learning. They have unvaried exercises; make them exhausted and not intrigued to the learning, have the learning exercises yet doesn't give understanding (it isn't hands on exercises); and confusion to train linguistic than pass on the importance of language message to kids. Recovered data from http://www.businessballs.com/experiental learning.htm, there is referenced the contrasts between experiential learning and regular preparing and instructing. The distinctions are in how the learning procedure occurs. The case of customary preparing, the learning are typically introduced by power point introduction, chalk-and-talk classes, perusing, going to addresses, test study, perception, arranging and estimating, hypothetical work, stunning pretend. In other hand, experiential learning presents by physical action, games, and activities, show and pretend which turns out to be genuin e, really carrying out the responsibility or undertaking, outward bound exercises, showing others, leisure activities, hobbies, and interests. In view of the significance and issues of learning experience, and necessity of government strategy, this investigation is directed to look at the fourth graders learning encounters in utilizing English as unknown dialect during the learning procedure in study hall setting. 1.2 Research Questions The exploration inquiries of this investigation are: What sorts of realizing encounters that students obtained to help their English practice and recreation? What exactly broaden that realizing encounters suit the students need? 1.3 Purpose of the examination The reason for this examination is to explore fourth graders learning encounters in utilizing English as unknown dialect during the learning procedure in homeroom setting 1.4 Method of the investigation This investigation utilized a contextual analysis as its technique. This examination was done at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the investigation are fourth grader at each those schools. The exploration subject is understudies learning encounters in English study hall. This examination utilized study hall perception and educator meeting to pick up the information. Class perception is utilized to give portrayal of learning exercises at that point to be investigated into what realizing encounters. Educator meet is utilized as the extra information of what in instructors plan and how the usage of learning encounters occur in the study hall. 1.5 Significance of the investigation This examination is chiefly to discover students learning encounters at Primary Schools. It gives a thick depiction of what sorts of realizing encounters that understudies procured during the learning procedure of English. This outcome will be useful as a contribution to the English educator, school and the scientist itself; it gives the ongoing information about students English learning encounters at four evaluation of grade school. In this way, it will be a contribution for those schools in building up their school educational program and English Department of State University of Jakarta understudies who are enthusiasm for instructing English to youthful student. Part 2 2.1. English Learning Experiences Experience because of learning process is an unquestionable requirement. Madya, S et all. (2004) expressed that encounters are central and exercises is an absolute necessity in learning process.The experience it self is picked up by doing action or letting the students to work on doing it. From Webster word reference, the meaning of experience is functional information, ability, or practice got from direct perception of or interest in occasions or in a specific movement (Retrieved from http://www.merriam-webster.com/word reference/understanding). Students English learning encounters in the homeroom setting additionally can be accomplished with direct investment during the learning procedure. During the learning procedure, students are given by educator different learning exercises which is contain different encounters. At that point, as upheld by Moon (2000:7) if students appreciate the learning exercises, they will be progressively included and this may expand their longing to proceed. This is sure for language learning, in such a case that youngsters need to proceed with an action for quite a while, it will give them more introduction to language info and increasingly opportunity to rehearse the language. They will likewise grow progressively uplifting perspectives towards English, as they will connect it with s

ORGANISATIONAL CHANGE AND ANALYSIS Essay Example | Topics and Well Written Essays - 3000 words

Authoritative CHANGE AND ANALYSIS - Essay Example The 21st century has seen the rise of versatile association styles to adapt to these inexorably advancing changes in the monetary, mechanical and social-social condition. This has affected the customary association structure from the past bureaucratic to today’s developing post-bureaucratic or also called arrange model of association. A more intensive glance at today’s associations will show that both the human and basic segments have been on a steady change way (Casey 2002). Casey (2002) further sees that today’s association has confronted some type of upset that has been made by the consistently expanding journey for innovation. The issue that emerges in this perception is, in this manner, what are the reasons for such changes and to what degree the present corporate associations have grasped the change or given the indications for those changes. This paper subsequently inspects the different components that have prompted the move from the bureaucratic style to that of post-innovation or system model of association by taking a gander at structures and the human variables. It likewise attempts to learn the degree to which today’s associations have grasped these changes. ... To start, the upset of the data and correspondence innovation has been a significant impacting factor in the manner associations have been operational. Procedures, capacities and the general condition of tasks in associations have changed and partnerships have felt this adjustment in a monstrous manner. Associations have experienced and experienced astounding changes in the twenty first century more than that of the mechanical insurgency (Castells 2011). Choices are today made all the more immediately on the grounds that top administration have shed off a portion of their dynamic obligations with the development of new innovation or PC data frameworks, for example, choice emotionally supportive networks. They have improved precision and the time taken to settle on choices and they have encouraged association of numerous individuals rather than the past bureaucratic style where lower unit representatives needed to trust that ultimate conclusions will be made (Heyderbrand 1989). Data i nnovation has likewise successfully improved the manner in which criticism is looked for from the top administration. For example, today you don't need to book an arrangement to meet the chief; rather you could simply send the person in question an email and you will be certain that there will be reaction soonest they get to their sends. Another impact that innovation has brought into associations is the ascent of expert specialists who are increasingly free in speculation and dynamic and the decrease of manual laborers who rely upon oversight and requests for them to play out their undertakings properly (Frenkel 1999). This has thusly decreased bureaucratic inclinations of depending on requests and hanging tight for directions from the top organs as will be additionally found in this conversation. To evidently hand-off the

Life Is an Acquired Taste

Life Is an Acquired Taste The best coffeehouse in the United States isn’t located in Seattle, Portland, New York City, or any of the usual suspects: Press Coffee Bar is nestled between a parking lot and a sewing shop, across the street from a pair of abandoned warehouses and beneath several stories of old brick apartments in Dayton, Ohioâ€"the birthplace of aviation, the cash register, and hundred-spoke gold rims. I was sitting in Press recently, tucked in the back, enjoying a black coffee, a subtle milieu of roasted beans and Radiohead’s OK Computer in the atmosphere around me. Back in Dayton for a spell, I was spending a lot of time there dotting the I’s and crossing the T’s in our most recent book, Everything That Remains. The shop’s tattooed proprietors, Brett and Janell Barker, were, as usual, hard at work behind the counter. The Barkers, a husband-and-wife duo, are wonderful in more ways than one: friendly, attentive, passionate, and sticklers for detail. From the wood floors and wood-paneled walls, to the music and changed-monthly local-art installations, everything at Press is carefully and intentionally curated. Not to mention a handful of employeesâ€"Caleb, Awni, Brenden, Ericâ€"who feel much more like family than staff, and customers who seem to embody a Cheers-esque camaraderie. Then there’s the coffee, of course: sourced from only the best roasters and brewed or pulled so carefullyâ€"so meticulouslyâ€"it resembles art much more than foodservice. All of which culminates in the perfect coffeehouse: elegant, unpretentious, simple. The simplicity of Press transcends the shop itself: not simple for the sake of being simple, Press is simple because they’ve eliminated the excess in favor of the essential. It was Brett, after all, who convinced me to do the same with my coffee. I used to load my cup of joe with heaps of cream and sweetener until it was more a weak, milky, calorie-laden dessert than a drink. As I stirred in the excess, Brett would quietly rib me, encouraging me to enjoy the flavor without the additives. I didn’t listen. Not at first, at leastâ€"not until the day when they ran out of my sweetener of choice, and I was forced to go without. It was an unpleasant shock at firstâ€"drinking only coffee and creamâ€"but soon my taste buds adjusted. I could better taste the coffee, and I went without sweetener from then on. A month later, being the experimenter I am, I wondered what my coffee would taste like without milk, so I ordered an Americano and shook my head when Janell asked whether I wanted room for cream. Being unacclimated, the first sip was bitterâ€"a strong punch to the palate. A few days in I acquired the taste, and for the first time in my life I could taste the actual coffee. It was more delicious than any of the sugary, weak, milky cups of yesteryear, and I never went back. Black coffee is a synecdoche for life: when you eliminate the excessâ€"when you deliberately avoid life’s empty caloriesâ€"what remains is exponentially more delicious, more enjoyable, more worthwhile. It might be a bitter shock at first; but, much like coffee, a meaningful life is an acquired taste. Sip slowly and enjoy. Read this essay and 150 others in our new book, Essential.

USS Maryland (BB-46) in World War II

USS Maryland (BB-46) was the second ship of the US Navys Colorado-class of battleship. Entering service in 1921, the battleship briefly served in the Atlantic before spending the majority of its career in the Pacific. At Pearl Harbor on December 7, 1941, when the  Japanese attacked, Maryland sustained two bomb hits but remained afloat and endeavored to fight off the enemy aircraft. Repaired after the attack, the battleship played a support role in the early campaigns in the Pacific such the   Battle of Midway. In 1943, Maryland joined in the Allies island-hopping campaign across the Pacific and routinely provided naval gunfire support for troops ashore. The following year, it joined several other Pearl Harbor survivors in dealing out revenge on the Japanese at the Battle of Surigao Strait. Marylands later activities included supporting the invasion of Okinawa and aiding in transporting American troops home as part of Operation Magic Carpet. Design The fifth and last class  of Standard-type battleship  (Nevada, Pennsylvania, New Mexico, and Tennessee) developed for the US Navy, the Colorado-class represented an evolution of its predecessors. Conceived prior to the building of the Nevada-class, the Standard-type approach called for battleships that had common operational and tactical characteristics. These included the employment of oil-fired boilers rather than coal and the use of an  Ã¢â‚¬Å"all or nothing† armor scheme. This armor arrangement saw key areas of the vessel, such as magazines and engineering, heavily protected while less important areas were left unarmored. In addition, Standard-type battleships were to have a tactical turn radius of 700 yards or less and a minimum top speed of 21 knots.    Though similar to the preceding Tennessee-class, the Colorado-class mounted eight 16 guns in four twin turrets as opposed to the earlier vessels which carried twelve 14 guns in four triple turrets. The US Navy had been assessing the use of 16 guns for a few years and following successful tests of the weapon, discussions commenced regarding their use on the earlier Standard-type designs. This did not move forward due to the cost involved in altering these battleships and increasing their displacement to accommodate the new guns. In 1917, Secretary of the Navy Josephus Daniels finally permitted the use of 16 guns on the condition that the new class not incorporate any other major design changes. The Colorado-class also carried a secondary battery of twelve to fourteen 5 guns and an anti-aircraft armament of four 3 guns.    Construction The second ship of the class, USS Maryland (BB-46) was laid down at Newport News Shipbuilding on April 24, 1917. Construction moved forward on the vessel and on March 20, 1920, it slid into the water with Elizabeth S. Lee, daughter-in-law of Maryland Senator Blair Lee, acting as sponsor. An additional fifteen months of work followed and on July 21, 1921, Maryland entered commission, with Captain C.F. Preston in command. Departing Newport News, it conducted a shakedown cruise along the East Coast. USS Maryland (BB-46) - Overview Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 24, 1917Launched:  March  20, 1920Commissioned:  July 21, 1921Fate:  Sold for scrap Specifications (as built) Displacement:  32,600  tonsLength:  624  ft.Beam:  97  ft., 6 in.Draft:  30  ft., 6 in.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21.17 knotsComplement:  1,080  men Armament (as built) 8 Ãâ€" 16  in. gun (4  Ãƒâ€" 2)12  Ãƒâ€" 5 in. guns4 Ãâ€" 3 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Serving as flagship for Commander-in-Chief, US Atlantic Fleet Admiral Hilary P. Jones, Maryland traveled extensively in 1922. After taking part in graduation festivities at the US Naval Academy, it steamed north to Boston where it played a role in celebrating the anniversary of the Battle of Bunker Hill. Embarking Secretary of State Charles Evans Hughes on August 18, Maryland transported him south to Rio de Janeiro. Returning in September, it took part in fleet exercises the following spring before shifting to the West Coast. Serving in the Battle Fleet, Maryland and other battleships conducted a goodwill cruise to Australia and New Zealand in 1925. Three years later, the battleship carried President-elect Herbert Hoover on a tour of Latin American before returning to the United States for an overhaul. Pearl Harbor Resuming routine peacetime exercises and training, Maryland continued to largely operate in the Pacific during the 1930s. Steaming to Hawaii in April 1940, the battleship took part in Fleet Problem XXI which simulated a defense of the islands. Due to rising tensions with Japan, the fleet remained in Hawaiian waters following the exercise and shifted its base to Pearl Harbor. On the morning of December 7, 1941, Maryland was moored along Battleship Row inboard of USS Oklahoma (BB-37) when the Japanese attacked and pulled the United States into World War II. Responding with anti-aircraft fire, the battleship was protected from torpedo attack by Oklahoma. When its neighbor capsized early in the attack, many of its crew jumped aboard Maryland and aided in the ships defense.   In the course of the fighting, Maryland sustained hits from two armor-piercing bombs which caused some flooding. Remaining afloat, the battleship departed Pearl Harbor later in December and steamed to Puget Sound Navy Yard for repairs and an overhaul. Emerging from the yard on February 26, 1942, Maryland moved through shakedown cruises and training. Rejoining combat operations in June, it played a support role during the pivotal Battle of Midway. Ordered back to San Francisco, Maryland spent part of the summer in training exercises before joining USS Colorado (BB-45) for patrol duty around Fiji. Island-Hopping Shifting to the New Hebrides in early 1943, Maryland operated off Efate before moving south to Espiritu Santo. Returning to Pearl Harbor in August, the battleship underwent a five-week overhaul which included enhancements to its anti-aircraft defenses. Named flagship of Rear Admiral Harry W. Hills V Amphibious Force and Southern Attack Force, Maryland put to sea on October 20 to take part in the invasion of Tarawa. Opening fire on Japanese positions on November 20, the battleship provided naval gunfire support for the Marines ashore throughout the battle. After a brief voyage to the West Coast for repairs, Maryland rejoined the fleet and made for the Marshall Islands. Arriving, it covered the landings on Roi-Namur on January 30, 1944, before aiding in the assault on Kwajalein the following day.   With the completion of operations in the Marshalls, Maryland received orders to commence an overhaul and re-gunning at Puget Sound. Leaving the yard on May 5, it joined Task Force 52 for participation in the Marianas Campaign.   Reaching Saipan, Maryland commenced firing on the island on June 14. Covering the landings the next day, the battleship pounded Japanese targets as the fighting raged. On June 22, Maryland sustained a torpedo hit from a Mitsubishi G4M Betty which opened a hole in the battleships bow. Withdrawn from the battle, it moved to Eniwetok before proceeding back to Pearl Harbor. Due to the damage to the bow, this voyage was conducted in reverse. Repaired in 34 days, Maryland steamed to the Solomon Islands before joining Rear Admiral Jesse B. Oldendorfs Western Fire Support Group for the invasion of Peleliu. Attacking on September 12, the battleship reprised its support role and aided Allied forces ashore until the island fell. Surigao Strait Okinawa On October 12, Maryland sortied from Manus to provide cover for the landings on Leyte in the Philippines. Striking six days later, it remained in the area as Allied forces went ashore on October 20. As the wider Battle of Leyte Gulf commenced, Maryland and Oldendorfs other battleships shifted south to cover the Surigao Strait. Attacked on the night of October 24, the American ships crossed the Japanese T and sank two Japanese battleships (Yamashiro Fuso) and a heavy cruiser  (Mogami). Continuing to operate in the Philippines, Maryland sustained a kamikaze hit on November 29 which caused damage between the forward turrets as well as killed 31 and wounded 30. Repaired at Pearl Harbor, the battleship was out of action until March 4, 1945.    Reaching Ulithi, Maryland joined Task Force 54 and departed for the invasion of Okinawa on March 21. Initially tasked with eliminating targets on the islands south coast, the battleship then shifted west as the fighting progressed. Moving north with TF54 on April 7, Maryland sought to counter Operation Ten-Go which involved the Japanese battleship Yamato. This effort succumbed to American carrier planes before TF54 arrived. That evening, Maryland took a kamikaze hit on Turret No.3 which killed 10 and injured 37.   Despite the resulting damage, the battleship remained on station for another week. Ordered to escort transports to Guam, it then proceeded to Pearl Harbor and on to Puget Sound for repairs and an overhaul.    Final Actions Arriving, Maryland had its 5 guns replaced and enhancements made to the crews quarters. Work on the ship ended in August just as the Japanese ceased hostilities. Ordered to take part in Operation Magic Carpet, the battleship assisted in returning American servicemen to the United States. Operating between Pearl Harbor and the West Coast, Maryland transported over 8,000 men home before completing this mission in early December. Moved into reserve status on July 16, 1946, the battleship left commission on April 3, 1947. The US Navy retained Maryland for another twelve years until selling the ship for scrap on July 8, 1959.

Causes of Learning Disabilities - 3083 Words

Learning Disabilities Causes of Learning Disabilities According to the statistics, almost one in every seven children in the United States suffers from some kind of learning disability (American Psychiatric Association, 2000). Even though, the physicians, psychologists and researchers have found different ways of treating these learning disabilities or making the lives of these children better and comfortable, little attention has been paid on the causes of these learning disabilities. While most of us are of the view that brain is the main culprit of these learning disabilities, there have been researches that have proved that environment has a role to play in the development of these learning disabilities in children. However, some other researches have concluded that apart from the defects in the brain and the environmental impacts, there are other factors that also have a role to play in the development of learning disabilities (LD) in children. Many scientists and researchers believe that genetics have a pivotal role to play in the development of LD in young children. This means that if the parents of a child had some kind of LD when they were young or if some of the close relatives or elder siblings showed some LDs, then chances of the child having some sort of LD are increased by many folds. This implies that there specific genes who mutations can result in some kind of LD in children (Siders, 2006). Apart from genetics, there are some of the factors involvedShow MoreRelatedUnderstanding the Context of Learning Disabilities Essay992 Words   |  4 PagesUnderstanding the context of supporting individual with learning disabilities.   Unit | Questions | Answer | 1.1 1.2 2.1 2.2 2.3 2.4 2.5 | Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. 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Youth Migration Free Essays

string(88) " families into the Western labor market society has become smoother faster\." Our world is a big global village. With the opening up of the world economy resulting in free movement of youth, both within their countries across the nations for better education , better jobs , better quality of life ,migration, both internal and international ,has emerged as a burning issue. Migration is a multi-dimensional,transnational,multicultural issue. We will write a custom essay sample on Youth Migration or any similar topic only for you Order Now It is acomplex problem. It is not a simple demographic or economic problem; there are socio-psycological,cultural,ethnic,legal issues involved. The issue of migration needs to be examined in a holistic manner. In today’s world, knowledge is power and Information is the key to success. In most third world developing nations, the youth is rural and semi-urban areas are confronted with poor educational Infrastructure. In Indian context, there are broadly three types of schools- (i) schools having teachers and children but no buildings or insufficient classrooms,(ii) schools having buildings and students, but no teachers ,(iii) schools having buildings and teachers ,but no students because of non-availability of quality teachers , educational tools equipments. The colleges in these areas are no better. Next is lack of quality technical vocational education, lack of qualified science teachers, scientific tools, equipments and other educational infrastructure. Lack of quality educational infrastructure in rural semi-urban areas in most Third world Developing nations focus the mere ambitious modern rural youth to migrate to schools colleges in cities metropolis. More than 75% of rural population is dependent on agriculture, but ironically agriculture is neither remunerative nor sustainable. For example, 75% of land in rural India is owned by 5% of landlords, big farmers absentee landlords. Shoddy land reforms fragmentation of land leading to uneconomic size of land holidays ,lack of modernization commercialization of agriculture, further marginalization of marginal farmers have forced modern youth to move to urban areas for better education ,better employment opportunities better quality of life. The factors that drive migration of youth from rural to urban areas at the micro-level are more or less the same that determine migrant motives at he International level . Better education, better employment opportunities, better vertical and horizontal mobility in job situations, more lucrative pay packets , better quality of life and increasing aspirations of the youth in a liberal free economic world are the migrant motives . The number of young students from Third World countries Developing economies like India China in American Western Universities has quadrupled ove r the last two decades. For some a foreign degree is a status symbol; but for the majority of students from poor Third world countries developing economies it is the quest for knowledge better job prospects that drive them to migrate to American and Western Universities Colleges . Developing economies like China , Japan , India, Brazil motivate their students, even at times with state sponsorships scholarships , to study in Western Universities for acquiring better knowledge with access to modern technologies. Income maximization, social mobility social status, yearning for better qualities of life propels this youth to join schools of Higher Learning. With economic civilizational gaps between countries narrowing down day by day, the culture shock appears minimal non-existent. Peer group influences also act as a motivating factor. Youth migration, both within the country and at international level, is a modern day reality not to be looked down with suspicion or anxiety. World economies have opened up; nations nationalities have become more liberal tolerant; people to people contact, industry to industry contact besides Government to Government contact has become more democratic participative. A sort of give and take operates between the rich and powerful nations the developing Third world countries. International trade commerce, technology development particularly after the recent economic meltdown has made world economies more interdependent. No one nation can solve the problems facing the world. A new world has emerged where the Rich and poor nations need each other. In such scenario, International migration, both in the sending country as well as in the receiving country, has affected one all. It has thrown open new challenges opportunities for the Governments for communities nationalities. The migrant youth, while migrating to an alien land, no more suffers for cultural shock; he slowly gets integrated in the alien land, becomes part of its society, its culture its economy. He contributes to the development process in the receiving country; he, in return, receives a better pay packet leads a better quality of life. Next are, of course, occasional racial discriminations race related crimes; but they are of negligible proportions. There are however attendant problems like social and family dislocations in the sending country, greater pressure on the urban infrastructure in the receiving country. Next are occasional hue cry in Developed economies regarding their jobs being cornered by youth from developing nations, thus contributing to increasing unemployment resultant social tensions. At the domestic level, migration from rural to urban areas has put enormous pressure on urban civic amenities like housing, health, education, drinking water, sanitation etc. The brain drain from rural to urban areas has left the villages bereft of the best hands. There is a growing hiatus between Urban India and Rural India the same is the case with all developing and third world countries. At the International level, free movement of youth for education employment has meant that young immigrants make up an important and increasing share of the labor force in the receiving countries, particularly in the Developed economies. Instead of stealing they have significantly contributed to this growth in employment in these economies. With the relative absolute size of the working population in the west getting smaller, the youth from countries like India have filled up the void. Net change in the working age population in the countries has a direct bearing on the net youth migration levels. In the western economies, there is a net shortage of labor in particular jobs like ICT, Health, Sciences, Construction transport, hotels, cleaning domestic sector. This has helped inflow of labor force from Developing Third world countries. It also has meant that cultural and social integration of immigrants their families into the Western labor market society has become smoother faster. You read "Youth Migration" in category "Papers" Adaptability levels in the host nations has increased manifold. So far as sending countries are concerned, brain drain is the biggest challenge. But migrant remittances have grown manifold which has helped the emigrant youth to improve the quality of life of their family members communities back home. International migration is a complex complicated issue- a multidimensional one. The economic meltdown in the Developed economies, the war in Afghanistan, Iraq, a terrorism ridden Pakistan, the turmoil in the Arab world have made international migration, both legal and illegal, a burning issue. For more than 214 million international immigrants life has been uncertain, often treacherous. It has thrown open the debate of shared prosperity shared responsibilities- it is both a challenge as well as an opportunity for various stakeholders to carve out a balanced mutually agreeable paradigm that will maximize the developmental benefits of migration for both the sending receiving countries. Migration benefits all the stakeholders when it is legal, open, just and orderly. Young migrants, both skilled unskilled labor, have helped in reducing imbalances in International labor market. Young migrants from the Third world Developing countries like China, India, Brazil bring with them hard work, creativity, cheap labor, entreprenuerial ability, dependence loyalty. Modern day youth are constantly on the move- they help promote exchange of ideas, values, expertise knowledge. There are about 214 million international migrants out of which 128 million live in Developed countries of which 58% have their origin in developing countries. With the economic meltdown, there has been a net decline of young migrants from developing countries. The worst hit sectors like finance, construction, manufacturing infrastructure in the Developed countries have negatively impacted the flow of young migrants to the Developed countries. In spite of this, there is demand for highly skilled young workers, entrepreneurs, unskilled semi-skilled labor in sectors like health, ICT construction. These sectors remain to be fulfilled by migrants from Developing countries. But because of the economic crisis slow industrial recovery in the west, unemployment among youth is rising, particularly among the children of immigrants. This leads to farther marginalization amongst 2nd 3rd generation immigrants leading to social tension, racial conflicts alienation. There has been some panic knee-jerk reactions of Governments in the Developed countries who have tried to reduce migration by reducing quotas, adopting more stringent labor market tests, not renewing work permits, forcing private state sector players to adopt a more pro-native recruitment policy reducing the size of the labor market. So far as their countries of origin is concerned, international migrants, particularly the young skilled, semi-skilled unskilled labor, have helped improve the living standards of their family members left behind by way of remittances. The nearly 316 billion dollars the immigrants sent home in 2009 not only helped improve the standard of living of the families, but contributed to the increase in foreign exchange reserves in these countries thus adding to their economic resilience in a bad economic year. The countries of origin have included international migration as a key focus area in this scheme of development, often by joining up with major stakeholders in drawing up plans and programs that benefit the migrants, their families, the community at a large. Some countries of origin have developed innovative ways of involving the expatriate communities by facilitating transfer of collective remittances or by issuing ‘diaspora bonds’ to revise capital from these sources. As an initiate, the countries of origin have undertaken proactive policies strategies of helping these expatriate communities by facilitating support for labor migration, improve protection in foreign soil, facilitating transfer of remittances safe return of migrants. Multilateral agencies like Inter-American Development Bank International Fund for Agricultural Development have been seized of the issues of reduction of remittance transfer costs. Some donor countries agencies have taken initiative in engaging supporting expartites in their home countries by way of providing free expertise, services advice for development of countries of origin. International migration of youth bring in its wake myriad opportunities challenges at the migrant’s level, at the family and community level. Better pay packets for the youth ensures better standard of life for migrants, their families their home country. In states like Kerala Andhra Pradesh in India, most of the families have a young qualified and skilled hand serving abroad, as engineers, doctors, nurses, science teachers, construction workers, skilled, semiskilled unskilled. In the last two decades, most of the families the community in general have prospered economically socially of the foreign remittances their son or daughter sends home. The Gujarati youth carry with them entrepreneurial abilities expertise world order carved out a niche of their own in the field of business industry. There is upward mobility, both economic social, not only for these young migrants, but their families, kith kin the communities left behind in their home countries. The economic possibility of the people of Kerala, A. P. , Gujarat Punjab can, to a large extent, be attributed to the youth migration in these states to greener better pastures in the West Third World countries the fat remittances they send home. While international migration, mostly economic, has had boosted the economy of the migrant, their families, their communities the nation as a whole, the socio-psychological cultural effects of such migration deserve attention. It is particularly relevant in Indian context, when joint family system still remains dominant. The departure of a young family member staying serving at thousands of miles away passes serious psychological problems for aged, family members, young brothers sisters and the peer groups at large. It creates a psychological vacuum and raises serious problems of adaptability. There is a major problem in the lack of social support system or programmes both for the young migrants as well as their family members left behind. There is an urgency in addressing the issue of understanding how youth migration impacts parental needs family needs. The old feel neglected the young feel uncared for. The community feels betrayed. The society, over a period of time, forgets the young migrant who in their eyes has ceased to belong to them, at least socially psychologically. Due to lack of constant support, old parents other members of the family left behind by the young children became a socially psychologically vulnerable group with high risk of psychological behavioral disorders, including alienation feeling of isolation depression. While the benefits if International migration to individual migrants, their families, communities the nationalities are visible apparent, the visible invisible cost is an urgent area of concern. While international remittances have helped improve the quality of life of millions back home, sustained poor economics, improved the balance of payment situation contributed to foreign exchange reserves, the hidden cost visible cost can no longer be swept under the carpet. The socio-psychological impact on family members left behind, the flight of intellectual capital from developing to developed countries, issues of migrant integration, exploitation of cheap labor, lack of a policy of Inclusive development of migration pose serious challenges for our political business leaders policy planners. Protection of migrants, cases of racial abuses human rights violations call for a multidimensional approach to various aspects of International migration, particularly its linkages with development, Inclusive growth, human rights natural justice. With knowledge holding the key in a globalized economy, international migration of youth for better education better pay packet is going to be on the rise. In the Third world developing economies it has developed into a permanent integral structural part of the body politic economy. Lack of opportunities, disparity amongst economies within economies, divergent demographic dynamics, internal upheavals in home countries like Afghanistan, Pakistan Arab world have acted as a ‘push factor’ for international migration. Labor market imbalances, availability of cheap labor, both skilled unskilled from Asia-pacific countries, economic dependence inter-linkages amongst nations, rich poor and growing aspirations of the people I these countries have propelled migration of youth across boundaries. There has also been flow of expert labor from the Developed to developing countries, at times necessitated by transfer of technology, collaboration joint ventures projects or as strings attached to an economic or technological aid package. Both in the receiving sending countries, there is a growing realization amongst policy makers and think tanks that international migration development are interdependent interlinked. Since international migration is multidimensional, multicultural, multidisciplinary in character, we need to address the challenges in a more humane, understanding co-operative atmosphere. It requires integration cooperation at the local, regional transnational levels amongst governments, societies communities. There is a growing feeling that we can address the negative impacts of international migration maximize benefits to both the sending receiving countries by involving a collaboration well coordinated framework within the V. N. system. Such a framework should be well supported by Governments in both countries of origin countries of destination, backed by civil society. That way it can transcend cultural boundaries take into account factors like cultural accommodation integration, human rights, natural justice fair play. Countries in Asia Pacific region account for nearly 30%of world’s 200 million international migrants, majority of them youths, both as sending and receiving countries. Young talented, skilled youth from India, China, Phillipines etc. make their destination to US, Canada, Australia Europe for higher quality education as well as meeting the growing technological, semi-technological needs in these countries. Beside the labor market needs, family reunification account for major chunk of international migration. Besides transnational migration, inter-regional intra-regional migration is on the rise. You will find a large number of young engineers, doctors, construction workers, health workers from India, China, Pakistan, Indonesia Phillipines making their way to Gulf nations Australia. This fills up the labor gaps corrects labor imbalances in the region. The Gulf countries countries in South East Asia have emerged as temporary hub of labor migration from South Asia. Feminization of International migration is a discernible feature in the last decade or so. Large no. of young female workers, particularly in the health, ICT, infrastructure services domestic sector from countries of India, China, Sri Lanka, Pakistan Bangladesh make their way to the Developed countries for attractive economic packages then fill the gap in the labor market. There is a big outflow of temporary contract labor from Asia, particularly South Asia South- East Asia for labor intensive 3D jobs (dirty, dangerous difficult) , particularly in sectors like construction, agriculture, manufacturing cleaning services. Women construct laborers who got engaged in domestic sectors or in cleaning services construction activities often are lowly paid also explicated at the hands of middlemen service providers. There is a large number of illegal migrants who make their way to the Gulf countries. It is difficult to know the exact no. of such laborers since a sizable chunk do not register with national authorities. Besides, large no. of illegal migrants make their way because of porous geographic boundaries. For example, every year lakhs of Bangladeshis illegally enter India for better economic opportunities through the porous boundary. Similarly, there is free outflow of migrants within amongst the countries of erstwhile USSR. Because of the limited role played by Governments, these temporary migrants conduct labor get exploited at the hands of private recruitment agencies, particularly in the countries of South Asia. Labor trafficking, particularly construct laborers women laborers by private recruiting agencies using the means of deception is rampant in the Asia-Pacific region. The lack of a clear policy by the Governments in the region, rampant corruption by authorities and a pathetic attitude of authorities have altered the private players a field day in exploiting the young migrants, particularly women. The poor economic status of young men women makes them a vulnerable group. They get financially, physically sexually exploited at the hands of private players. In the name of migration, young women migrants, particularly from South Asia South East Asia get lured by the private players to the Gulf countries exploited, used abused in the process. These helpless young women are victims of sexual exploitation, forced marriages domestic slavery in the rich Gulf nations. In the name of Contract labor, there are a large number of repulsed cases of women being forced into prostitution or used as keeps in the Gulf countries. Since Islamic society does not provide them much protection, young women, particularly from South Asia S. E. Asia, are often lured into forced marriages or land up in brothels in Gulf countries. Brain drain brain gain are a major area of concern in international migration. In the past, brain drain from poor but talented countries like India, China, Pakistan South East Asia was a major area of concern because flight of talented skilled human capital from these countries affected national productivity technological innovation hit key sections like health, education, research development technology. But with the emerging economies of India, China, Brazil, South Africa oil rich Arab countries embanking on a path of 9% to 10% growth rate with emphasis on individual production, infrastructure, better education health care, a reverse brain drain is taking place. In some sectors, brain gain has really happened. Some of these governments have adopted a dual strategy of retention return. By offering dual citizenship sops for setting up industries liberalizing terms conditions of investment providing tax breaks, these countries have succeeded in mobilizing the rich migrants to either return or invest in profitable ventures or in the share market in their home countries. Countries like India have created a new department in Government for overseas Indians which addresses their concerns problems, both abroad at home. The Annual NRI meet organized by Government of India meeting specific communities like Gujaratis by Gujarat state Government is aimed at attracting involving the rich NRIs in profitable ventures at home. Some Governments have adopted a policy strategy of mobilizing the diaspora which helps in transfer of knowledge, skills, technology capital that makes up for flight of human capital from the home country. The key areas of action requires simplification of procedures for remittances so that illegal transfers are avoided. The understanding of the implications of gender dimensions of international migration, the concerns needs of the families of migrants left behind at home, preparing the second third generation migrants to take up the new challenges so that they don’t find isolated or disillusioned, taking care of the health educational eeds of the migrants their family members ensuring smooth integration of the emigrants in the country of destination are issues of urgent concern. The basic civil rights of the migrants needs to be looked into by the Governments civil society. The key areas of action co-operation for broadening the opportunities of young migrants requires their psychological, social economic integration in the process of development both in the receiving sending country. In order to fully understand utilize the potentials benefits of international migration, both the countries of origin destination need to evolve suitable migration management policies taking care of welfare of migrants their integration into the socio-economic agenda, poverty amelioration strategy in the sending countries, racial social integration in the receiving countries. National regional developmental goals should be reflected in the migration policies. There must also be policy coherence at the national, regional international levels. The civil legal rights of the migrants must be ensured at all costs. The Governments, in both sending receiving countries, must put in place mechanisms to eradicate human trafficking, regulate modus operendii of private recruitment agency, eliminate flesh trade in cases of young women migrants. Last but not the least, the national governments civil society, cutting across geographical boundaries, must work in an atmosphere of trust understanding so that international migration caters to the development needs maintain labor imbalances, thus contributing to the development of young migrants, their countries of origin countries of destination. How to cite Youth Migration, Papers

Why we have a House and a Senate Essays - United States Senate

Why we have a House and a Senate Why do we have two chambers in Congress, the House and Senate? Since members of both are elected by, and represent the people, wouldn't the lawmaking process be more efficient if bills were considered by only one body? While it may appear clumsy and often overly time-consuming, the two-chamber or "bicameral" setup of Congress works today exactly the way a majority of the Founding Fathers envisioned in 1787. Clearly expressed in the Constitution is the Founders' belief that power should be shared among all units of government. Dividing Congress into two chambers, with the positive vote of both required to approve legislation, is a natural extension of the Founders' concept of employing "checks and balances" to prevent tyranny. The Founding Fathers explain the formation of Congress to the people in the Federalist Papers 52-66. Why are the House and Senate so Different? Have you ever noticed that major bills are often debated and voted on by the House in a single day, while the Senate's deliberations on the same bill take weeks? Again, this reflects the Founding Fathers' intent that the House and Senate not be carbon-copies of each other. By designing differences into the House and Senate, the Founders assured that all legislation would be carefully considered, taking both the short and long-term effects into account. Why are the Differences Important? The Founders intended that the House be seen as more closely representing the will of the people than the Senate. To this end, they provided that members of the House - U.S. Representatives - be elected by and represent limited groups of citizens living in small geographically defined districts within each state. Senators, on the other hand, are elected by and represent all voters of their state. When the House considers a bill, individual members tend to base their votes primarily on how the bill might impact the people of their local district, while Senators tend to consider how the bill would impact the nation as a whole. This is just as the Founders intended. All members of the House are up for election every two years. In effect, they are always running for election. This insures that members will maintain close personal contact with their local constituents, thus remaining constantly aware of their opinions and needs, and better able to act as their advocates in Washington. Elected for six-year terms, Senators remain somewhat more insulated from the people, thus less likely to be tempted to vote according to the short-term passions of public opinion. By setting the constitutionally-required minimum age for Senators at 30, as opposed to 25 for members of the House, the Founders hoped Senators would be more likely to consider the long-term effects of legislation and practice a more mature, thoughtful and deeply deliberative approach in their deliberations. Setting aside the validity of this "maturity" factor, the Senate undeniably does take longer to consider bills, often brings up points not considered by the House and just as often votes down bills passed easily by the House. A famous (though perhaps fictional) simile often quoted to point out the differences between the House and Senate involves an argument between George Washington, who favored having two chambers of Congress and Thomas Jefferson, who believed a second chamber to be unnecessary. The story goes that the two Founders were arguing the issue while drinking coffee. Suddenly, Washington asked Jefferson, "Why did you pour that coffee into your saucer?" "To cool it," replied Jefferson. "Even so," said Washington, "we pour legislation into the senatorial saucer to cool it."

Asian Influence essays

Asian Influence essays Commentary on the article: Asian looking again at In the beginning of the last year, Taiwanese and Singaporeans came to Vancouver with a lot of money looking for prospects in the real estate market. These business people were looking for rental building, which were the "hot ticket" in real estate according to Vancouver relater John Gee The part of the city, which is attracting these buyers, is the West End of Vancouver, where the vacancy rate is about 1%. Even though some people feel real estate is really strong, others are trying to sell their buildings citing that the real estate market is stagnant. After reading this through I think that the Asians are doing the wrong thing by getting in to the real estate business because it is slow. It may take along time to recover their investment off the rental buildings. I also that the property value could decrease in price because most of the properties in Vancouver, especially commercial real estate, are overpriced. However, factors attracting overseas investors include low vacancy rate, low interest rates, and a future increase in the cost of rent. For investors who want security and a modest return the commercial real estate market offers great opportunities. On the other hand Asian investors can receive larger returns in In summary, the real estate market in Vancouver provides a secure investment climate for Asian investors, however they should be wary of the market stabilizing over the short term. ...

The Qajar Dynasty of Persia

The Qajar Dynasty of Persia The Qajar Dynasty was an Iranian family of Oghuz Turkish descent that ruled Persia (Iran) from 1785 to 1925. It was succeeded by the Pahlavi Dynasty (1925–1979), Irans last monarchy. Under Qajar rule, Iran lost control of large areas of the Caucasus and Central Asia to the expansionist Russian Empire, which was embroiled in the Great Game with the British Empire. The Beginning The eunuch chief of the Qajar tribe, Mohammad Khan Qajar, established the dynasty in 1785 when he overthrew the Zand dynasty and took the Peacock Throne. He has been castrated at the age of six by the leader of a rival tribe, so he had no sons, but his nephew Fath Ali Shah Qajar succeeded him as Shahanshah, or King of Kings. War and Losses Fath Ali Shah launched the Russo-Persian War of 1804 to 1813 to halt Russian incursions into the Caucasus region, traditionally under Persian dominion. The war did not go well for Persia, and under the terms of the 1813 Treaty of Gulistan, the Qajar rulers had to cede Azerbaijan, Dagestan, and eastern Georgia to the Romanov Tsar of Russia. A second Russo-Persian War (1826 to 1828) ended in another humiliating defeat for Persia, which lost the rest of the South Caucasus to Russia. Growth Under the modernizing Shahanshah Nasser al-Din Shah (r. 1848 to 1896), Qajar Persia gained telegraph lines, a modern postal service, Western-style schools, and its first newspaper. Nasser al-Din was a fan of the new technology of photography, who toured through Europe. He also limited the power of the Shia Muslim clergy over secular matters in Persia. The shah unwittingly sparked modern Iranian nationalism, by granting foreigners (mostly British) concessions for building irrigation canals and railways, and for the processing and sale of all tobacco in Persia. The last of those sparked a nationwide boycott of tobacco products and a clerical fatwa, forcing the shah to back down. High Stakes Earlier in his reign, Nasser al-Din had sought to regain Persian prestige after the loss of the Caucasus by invading Afghanistan and attempting to seize the border city of Herat. The British considered this 1856 invasion a threat to the British Raj in India and declared war on Persia, which withdrew its claim. In 1881, the Russian and British Empires completed their virtual encirclement of Qajar Persia, when the Russians defeated the Teke Turkmen tribe at the Battle of Geoktepe. Russia now controlled what is today Turkmenistan and Uzbekistan, on Persias northern border. Independence By 1906, the spend-thrift shah Mozaffar-e-din had so angered the people of Persia by taking out massive loans from the European powers and squandering the money on personal travels and luxuries that the merchants, clerics, and middle class rose up and forced him to accept a constitution. The December 30, 1906 constitution gave an elected parliament, called the Majlis, power to issue laws and confirm cabinet ministers. The shah was able to retain the right to sign laws into effect, however. A 1907 constitutional amendment called the Supplementary Fundamental Laws guaranteed citizens rights to free speech, press, and association, as well as the rights to life and property. Also in 1907, Britain and Russia carved Persia into spheres of influence in the Anglo-Russian Agreement of 1907. Regime Change In 1909, Mozaffar-e-dins son Mohammad Ali Shah tried to rescind the constitution and abolish the Majlis. He sent the Persian Cossacks Brigade to attack the parliament building, but the people rose up and deposed him. The Majlis appointed his 11-year-old son, Ahmad Shah, as the new ruler. Ahmad Shahs authority was fatally weakened during World War I, when Russian, British,  and Ottoman troops occupied Persia. A few years later, in February of 1921, a commander of the Persian Cossack Brigade called Reza Khan overthrew the Shanshan, took the Peacock Throne, and established the Pahlavi Dynasty.

The Mobile Phone Market in China Essay Example | Topics and Well Written Essays - 4000 words

The Mobile Phone Market in China - Essay Example At the same time, there is a heavy reliance on group affiliation and group membership in China that continues to feed growing consumption demand ratios for mobile phone products as a means to stay connected with other Chinese family members and peer acquaintances. There is also a growing demand for mobile services in the business environment for executives and generic employees alike, representing a whole different market segment other than just the middle class Chinese buyer. Therefore, there are multiple market segments that are available for targeting which will require the creation of an integrated marketing campaign for business and generic consumer markets. China, however, is a saturated market for mobile phone marketers, with such competition as Nokia, Motorola, Toshiba, Panasonic and other local Chinese manufacturers under partnership with NEC and other Chinese service providers (Myers & Yuan, 2008; Wang, 2005). This must be taken under consideration prior to market entry as unit volumes of competitor mobile phones have exceeded 134 million in 2008 (Fu, 2007). Subscribership to mobile services of varying variety has reached 480 million in China by 2008, a 20 million unit increase since 2007 (Fu). Thus, in order to be competitive in this market, the business must develop a marketing strategy that targets key demographics using a marketing strategy that is differentiated from competition and caters to local market needs. In 2006, Mitsubishi was forced to exit the Chinese mobile market due to a lack of acceptable market presence and failure to adopt marketing strategy to fit the local Chinese consumer (Myers & Yuan, 2008). Toshiba also was forced out of the market in 2006 after a joint venture with Nanjing Patina Wang Zhi Corporation was unable to meet market demand (Myers & Yuan). These are important factors to consider that have opportunities for new market entry and also to illustrate the importance of consumer influence in the Chinese mobile market. De spite the saturated presence of competition, research has identified much significant potential for revenue growth in China if the business develops an appropriate integrated strategy that targets multiple buying groups. The goal is to maintain an image of local market fluency that fits the psychographic profile of Chinese consumers related to their lifestyle, preferences, and social tendencies. This report provides research data on the Chinese consumer, the mobile market, competitive practices, and describes opportunities for short-run and long-run revenue growth in this difficult NIC market with ample consumer market availability. To succeed in China, the business must be flexible, innovative, and also invest considerable capital into promotion and advertising. 2. Background analysis on China The Chinese market currently maintains a 34.5 percent growth in mobile phone usership, with an increase of 20 million year to year in subscribership to mobile services (Fu, 2007). Growth in m obile phone usage has occurred by new industrial developments, new job opportunities, and also the balance of payments equilibrium that exists in China associated with import and export volumes and capital expenditures. The Chinese government maintains a significant trade surplus with other countries, but is able to offset this through capital outflows into foreign investment (Warren & Keegan, 2009). China has been

Transfer to the University of Denver Essay Example | Topics and Well Written Essays - 500 words

Transfer to the University of Denver - Essay Example When in high school, all a teenager could think about is going to the university and doing a course which would eventually get him or her to the level of Bill Gates. However, this was not the case with me since I realized that reaching such a level included not only reading books, but also determination and passion in what one does. After some soul-searching and consultation, I was introduced to the University of Denver, in Colorado. I must say that I was stunned to know that such an institution exists. As I mentioned earlier, I longed for a place where I could live with individuals from diverse cultures, and there was not the better place than Denver University. Such an institution helps people understand others and promotes working together in society to achieve desired goals. The best part about the institution for me is that it offers Mechanical Engineering, which is a much better choice than Chemical Engineering. Mechanical engineers are more practical than chemical engineers. I noticed this while studying at the University of Colorado. Even though my GPA is lower than the required GPA standard in the University of Denver, the institution looks like a place which can motivate a person to learn and become successful academically. I have a mother who used to work extremely hard to keep me in school, but after she got diagnosed with breast cancer, every funding we had, went to her medical coverage. My mother was the breadwinner of the family, and after the diagnosis, she could not manage to keep her job. Her salary was not that much, and the best thing I can think of doing is joining an institution, which can help me attain academic prosperity so that I can look after my mother. We have managed to find a willing sponsor who wants to fund me in school. I consider that the best thing I can do is to excel academically, and there is no better place for doing this than at the University of Denver. I admire the university’s principle of equal opportunity to all, and I think, if given a chance to join the institution, I would work extremely hard to be successful.  

English Language Teaching Methods

English Language Teaching Methods BACKGROUND: The Grammar Translation Method is the oldest method of teaching. The grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. This method has been used from the classical times to translate classical languages, Latin and Greek, it has been called Classical method. ADVANTAGES: The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another. Communication between the teacher and the learner does not cause linguistic problems. Even teachers who are not fluent in English can teach English through this method. DISADVANTAGES: It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible. It rather attempts to teach language through rules and not by use. The persons who have learned a foreign or second language through this method find it difficult to give up the habit of first thinking in their mother tongue and then translating their ideas into the second language. The ability to communicate in the target language is not a goal of foreign language instruction. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. TEACHER ROLE: The teacher is the authority in the classroom. There is no interaction from teacher to the students (except in questions). STUDENT ROLE: Students are the passive receivers of the new information. Students are supposed to memorize the rules and the new vocabulary with their meanings in their native language. If students can translate from one language to another, they are considered successful language learners. It is very important that students get the correct answer. METHODOLOGY: Teaching and learning process is based on translation, the study of grammar rules through examples (deductive approach) and memorization of vocabulary. Texts from the target language literature are used. The techniques used are: Translation, Reading comprehension questions, antonyms/synonyms, cognates, deductive application of rule, fill in the blanks, memorization, use of new words in sentences, composition, and so on. L1 USAGE: Classes are conducted in the native language. Students use their native language to translate. Since oral communication in the target language is not important, classroom instructions are given in L1. L2 USAGE: The use of the foreign language is limited; teacher and students use it only to translate words or sentences to their mother tongue to the foreign language. LISTENING: little attention is given to speaking and listening. There is no listening training. Students only listen the foreign language when translate. No listening exercises. SPEAKING: Also this is not an important aspect of the method, teacher doesnt work on speaking. No speaking (but the translation, because it may be spoken) the ability to communicate in the target language is not a goal of foreign language instruction. No pronunciation exercises. READING: read literature in the target language is the aim of this method. Grammar rules and vocabulary are stressed. A fundamental purpose of learning a foreign language is to be able to read literature written in it. WRITING: reading and writing are studied at the same time. The importance in this method is to read and write the foreign language translating from their mother tongue. EVALUATION: Translation is an important technique to test students progress in the target language. In addition, fill-in-the-blank type test items are also used. Synonyms, antonyms, and cognates can be asked to test vocabulary in formal tests. Reading passages and comprehension questions about the passages can also take place in tests as the reading section. PERSONAL OPINION: Nowadays teachers shouldnt base their teaching practice only on this method. Students probably find it boring and discouraging, besides the most important goal when we are learning a foreign language is to be able to communicate in this language, and this method doesnt put any attention to this aspect. But rather than reject totally this method, teachers can use it sometimes when they need, for example, to convey the meaning of a difficult word when other visual aids cant help students. DIRECT METHOD BACKGROUND: This method was developed initially as a reaction to the grammar-translation method in an attempt to integrate more use of the target language in instruction. It was develop by Maximilian Berlitz. He started to use it in the schools that bear his name in 1878. It was successful in the beginning but its popularity started to decay in the 1920s when schools start to complement the method with more controlled grammar based activity. The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners native language and uses only the target language. The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language. ADVANTAGES: Students can learn the target language directly and systematically. Students can pronounce correctly. DISADVANTAGES: It overemphasizes and distorts the similarities between naturalistic first language learning and classroom foreign language learning and it fails to consider the practical realities of the classroom. It requires teachers who are native speakers or who are fluency in the foreign language. It is largely dependent on the teachers skill, rather than on a textbook and not all teachers are proficient enough in the foreign language to adhere to the principles of the method. Sometimes a simple brief explanation in the students native tongue would have been a more efficient route to comprehension. TEACHER ´S ROLE: The teacher usually directs the interactions but he/she is not as dominant as in Grammar Translation Method. Sometimes acts like a partner of the students. The teacher asks questions, correct mistakes, lets students speak more than him/her. Use lesson plan instead of a book, speak naturally, etc. STUDENT ´S ROLE: Students are active participants. Sometimes pair of works take place. Even the teacher takes roles in activities. Students imitate the correct pronunciation. They try to express in the foreign language and interact with the teacher and classmates in the foreign language. Therefore students learn to think and speak in their target language. The Direct method is highly motivating to students. METHODOLOGY: Pictures, realia, examples, sample sentences are used to teach vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning. Grammar is taught inductively. Examples and drills are given and students are expected to discover and acquire the rules. Introduction of new word, sentence or concept: à ¢Ã¢â€š ¬Ã‚ ¢ SHOWVisual aid or gestures, to ensure student understands new word. à ¢Ã¢â€š ¬Ã‚ ¢ SAYTeacher verbally introduces element. à ¢Ã¢â€š ¬Ã‚ ¢ TRYStudent makes various attempts to pronounce new element. à ¢Ã¢â€š ¬Ã‚ ¢ MOLDTeacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth. à ¢Ã¢â€š ¬Ã‚ ¢ REPEATStudent repeats element 5-20 times. Progress, from new word to new word (within same lesson) and progress, from lesson to lesson (LESSON REVIEWfirst few minutes of each lesson are to review lesson immediately completed and GLOBAL REVIEWtransition from lesson review to a comprehensive review. Here some examples of activities: Reading Aloud, Question and Answer Exercise, Getting Students to Self-Correct, Map Drawing, L1 USAGE: The use of the mother tongue is not permitted. L2 USAGE: Teacher and students only use the foreign language in class. LISTENING, SPEAKING, READING, and WRITING: oral communication is seen as basic. Speaking, listening, reading and writing are important skills. Especially speaking and listening are emphasized. Vocabulary is over grammar. Speaking is the most important skill. Reading and writing are not introduced until listening and speaking are fluent skills. EVALUATION: The ability to use the language is tested. Not about language, the language itself. In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. PERSONAL OPINION: Even though the Direct Method is not a functional or notional way of teaching it is quite a good method to teach general English. But if the teacher is not native or proficiency in the foreign language he should certainly go to the class with a lesson plan to carry out the activities and to be successful with the Direct Method. AUDIO-LINGUAL METHOD BACKGROUND: The Audio-lingual method was widely used in the United States and other countries in the 1950s and 1960s. The Audio-lingual Method was developed in the U.S.A. during the Second World War. At that time, the U.S. government found a great necessity to set up a special language-training program to supply the war with language personnel. The audio-lingual method, Army Method, or New Key is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement-correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. ADVANTAGES: The audio-lingual theory is probably the first language teaching theory that openly claims to be derived from linguistics and psychology. Making language teaching possible to large groups of learners. It aims at developing listening and speaking skills which is a step away from the Grammar translation method. The use of visual aids has proven its effectiveness in vocabulary teaching. DISADVANTAGES: The method is based on false assumptions about language. The study of language doesnt amount to studying the parole, the observable data. Mastering a language relies on acquiring the rules underlying language performance. That is, the linguistic, sociolinguistic, and discourse competences. The behaviorist approach to learning is now discredited. Many scholars have proven its weakness. Noam Chomsky (1959) A Review of B. F. Skinners Verbal Behaviorhas written a strong criticism of the principles of the theory. Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills are great disadvantages too. Learners have little control over their learning. Teacher has the domination of the class. TEACHER ROLE: Teacher is like an orchestra leader. She/he directs and controls the language behavior of the students. Teacher is a good model of the target language, especially for pronunciation and other oral skills. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners ´ performance. The teacher controls the learners and prevents them from doing anything that conflict with the theory. The teacher is expected to specify the language that learners are going to use. STUDENT ROLE: Students are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings. Learners are expected to interact with the language system, embodied in machines or controlled materials. METHODOLOGY: Explicit rules are not provided. Students induce the rules through examples and drills. Students acquire grammar by being exposed to patterns through mechanical drills. Drills and pattern practice are typical of the Audio-lingual method. These include: -Repetition: where the student repeats an utterance as soon as he hears it. -Inflection: Where one word in a sentence appears in another form when repeated. -Replacement: Where one word is replaced by another. -Restatement: The student re-phrases an utterance. Meaning is taught directly. L1 is prohibited because it may cause bad habit formations. Vocabulary is introduced through dialogues. The techniques used are: dialogue memorization, minimal pairs: (for teaching pronunciation), complete the dialogue, grammar games, and mechanical drills. L1 USAGE: L1 is not allowed in the classroom. It may cause interference and bad habit formation in L2. L2 USAGE: The teacher and the students only use the foreign language. LISTENING, SPEAKING, READING AND WRITING: Students can learn target language in natural order: listening-speaking-reading-writing. It lays emphasis on listening and speaking. The teacher is a model of L2 and students mimic him/her, so the listening skill is very important for this method. L2 is learned through repetition. EVALUATION: Students are evaluated at different stages and on different points of the language. Each question is supposed to focus on only one point on the language at time. Discrete-point tests are used. PERSONAL OPINION: there are many useful things we can learn from the Audio-lingual Method. If language learning were organized according to its structure, language learning would be easier, especially to adult learners. The Audio-lingual Method considers language ability made up of four skills and these skills can be taught separately. Since the natural order of skill acquisition is listening, speaking, reading, and writing, the Method gives the primary stress to the first two of the four skills. Speech is more basic to language than the written form, and listening and speaking are the basic form of verbal communication. In the classroom, the language skills are taught in the order of listening, speaking, reading and writing. Using pattern drills is the center of practice in Audiolingual Method. It can help students not only gain control over grammatical structures, but also develop their oral ability. The Audio-lingual method also provides language teachers with many useful techniqu es. The simple drilling techniques provide varied, graded and intensive practice of specific features of the language. The simple and direct approach is especially appropriate for young students and less gifted ones. Moreover, teaching technique with tape recordings and language lab drills offer practice in speaking and listening, which are considered of primary importance in language learning. In sum, we could adapt some kinds of techniques used by the Audio-lingual Method, such as dialogues and pattern drills to our students and their needs, and taking into account important factors such as sociolinguistic and discourse competences, the context of the students dialogue, and other communicative facts which are essentials when learners are studying a foreign language. SILENT WAY BACKGROUND: Cognitive Psychology is the basis. The Silent Way is the name of a method of language teaching devised by Caleb Gattegno in the early 1970,s. Not only in the past but also today, people have learned languages by means of habit formation, memorization and translation. However, cognitive psychologists and transformational generative linguists claimed that languages cannot be learned through mimicry since people can create utterances they have never heard before. Therefore people can learn languages by using their own thinking processes to discover the rules of the language they are learning. Gattegno stated his reasons for the emergence of his method as follows: As I developed my techniques while subordinating my teaching to the learning, I found that I could very early transfer the responsibility for the use of the language to my students, so that I become able to teach using fewer and fewer words. It is this aspect of my techniques of teaching that prompted me to call the approach The Silent Way of Teaching Foreign Languages (Oller and Amato 1983:73). He gives too much value to the word silent since he thinks that there are means of letting the learners learn while the teacher stops interfering. ADVANTAGES: This method fosters cooperative learning between individuals. It embodies a new approach to education in general, a respect for the individual and an awareness of the individuals extraordinary cognitive powers. If it is succeeded to teach the language the by using the rods without repeating too much, it will really save time and energy for both teachers students. The self-esteem of the students will be increased and this will enhance learning. By this way students will say I learned instead of I was taught well. (Demircan1990). DISADVANTAGES: It would seem necessary for a teacher to gain a good deal of training and skill in order to apply the Silent Way to the teaching of a total grammar in all its complexity. This method can be benefited by the teacher only in small groups of students. The teacher can gain ability in this method by trying. The teacher is expected to enrich the materials on his/her own. For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless. For some learners, one limitation is the approach to language basics which begins with seemingly irrelevant discussions about rods and which involves silence and concentration and games with the teacher about meaning. Students expectations and need for immediately relevant language learning may force teachers to abandon the approach (Celce-Murcia 1979). How such a method would in the average classroom situation or how successfully it might be used at more advanced levels is a question mark left in our minds. Language is separated from its social context and taught through artificial situations usually by rods. TEACHER ROLE: The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible. The teacher is expected to create an environment that encourages students risk taking that facilitates learning. The teacher should give only what help is necessary. In other words, the teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986). STUDENT ROLE: The learner is expected to become independent, autonomous, and responsible in language. Learners are expected to interact with each other and suggest alternatives to each other. They must learn to work cooperatively rather than competitively. The teachers silence encourages group cooperation. In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning. Learners will provide each other with correct models and encourage each others initiative. Thus, this method fosters interdependence and cooperation among learners at the same time it promotes independence from the teacher. METHODOLOGY: A cardinal principle of the Silent Way is respect for the students capacity to work out language problems and recall information on their own with no verbalization and minimal help from the teacher. Vocabulary is taught by means of visual aids and word-charts. Vocabulary is always recycled by means of word-charts. There is a focus on the structures of the language although explicit grammar rules are never given. Some techniques used are: Teaching pronunciation with sound colour charts Cognitive coding with colour rods. Peer correction to improve co-operative manner. Self correction gestures Teachers Silence Structured feedback: students are invited to talk about the days instruction (what they have learnt that day during classes). Students learn to take responsibility for their own learning by becoming aware of themselves, and by controlling and applying their own learning strategies. Fidel Charts: Used to teach sound spelling association. Word Charts: Used to teach and recycle vocabulary. The words are written in different colours so that students can learn basic pronunciation patterns. L1 USAGE: native language can be used to give instructions when necessary. Also native language can be used during the feedback sessions (at least for beginner levels). If the native language is not very essential then it is avoided. During feedback sessions L1 be used at beginning levels. L1 can be exploited. For example, similar sounds in L1 and L2 can be used to make students aware of phonological similarities. L2 USAGE: The use of the target language is essential for this method. L1 can be used to give instructions when necessary. Meaning is made clear by focusing the students perceptions, not by translation. LISTENING, SPEAKING, READING AND WRITING: Pronunciation is emphasized at the very beginning. It is important that students acquire the melody of the language. All four skills (reading, writing, speaking, and listening) are worked on from the beginning. EVALUATION: although the teacher does not have to give a formal test, she/he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what they have been studying to new contexts. The teacher may never give a formal test. He/she assesses students learning all the time. Continuous monitoring by the teacher is essential. PERSONAL OPINION: Depending on my own teaching and learning experience, too much repetition does not help students. If the students are familiar with their teachers technique, they know that the teacher will repeat the subject-matter once again. Thus, they do not pay enough attention to their teachers talk. On the other hand, if the students know that their teacher will not repeat anymore, they will listen to him/her carefully. Another principle that I agree with is less teacher interference. If the teacher helps only when it is asked, then, that help will be more valuable. Sometimes teachers like me tend to give extra information when students ask something and of course this tires us too much. Therefore students do not make any effort to take the responsibility of their learning. Advocates of the Silent Way feel that more important than the techniques and more important even than the language learning results, is the process, the change that occurs in individuals. This includes understanding and tolerance of another and acceptance of others as contributors to ones own life. TOTAL PHYSICAL RESPONSE: BACKGROUND: Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San Josà © State University, to aid learning second languages. The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators. Language is primarily oral. It is just like the acquisition of native language. Learners first listen (silent period), then oral production starts. Oral communication is crucial. Skillful use of imperatives by the instructor can be helpful for the acquisition of many vocabulary items and grammatical structures. Asher views the verb and particularly the verb in the imperative as the central linguistic motif around which language use and learning are organized. ADVANTAGES: It is fun and easy so students will enjoy the lessons. It does not require a great deal of preparation on the part of the teacher. It is a good tool for learning vocabulary. Class size does not need to be a problem. There is no age barrier. DISADVANTAGES: TPR is reduced to the imperative form. TPR is more useful at beginners. It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way. It is limited, since everything cannot be explained with this method. It must be combined with other approaches. TEACHER ROLE: the teacher has an active role in this method. He decides what to teach, which materials to use and how they are to be presented. It is important to underline that the teacher ´s role is not simply to teach. His task is offering opportunities for learning. The cognitive map of the target language that each student creates in their mind is going to depend on the way the teacher presents the materials. Teachers should take parents as their model. At the beginning, there will be wide tolerance towards the mistakes students make. If the teacher is constantly interrupting and correcting, students will not be encouraged to talk. They will be inhibited. At first, teachers do not correct children when they begin to speak. STUDENT ROLE: learners have the roles of listeners and performers. First, they must listen to what the teacher says. Then, they are expected to respond physically to those commands given by the teacher. METHODOLOGY: The key for successful language learning is the reduction of stress, such as the first language acquisition (stress-free environment). Listen attentively and respond physically to commands given by the teacher. They are encouraged to speak when they feel ready to speak. Performing physical actions in the target language as a mean of making input comprehensive and minimizing stress grammar is studied in an inductive way. Vocabulary and grammar are introduced through imperatives. Some of the techniques used are: Commands ( sit down, skip, close your eyesà ¢Ã¢â€š ¬Ã‚ ¦), Role reversal: Students command their teacher and classmates to perform actions, Action sequence: The teacher may give three connected commands (e.g. Point to the door, walk to the door, and touch the door). L1 USAGE: The method is introduced in the students L1. After the introduction, rarely would the mother tongue be used. Meaning is made through body movements. L2 USAGE: Teacher speaks only in the foreign language, while the students use it only when they are ready. LISTENING, SPEAKING, READING AND WRITING: Natural order of skills: 1. Listening (Very important during the silent period). 2. Speaking (teacher should not force students to produce the language especially during the silent period they are expected to produce the target language voluntarily) 3. Reading 4. Writing EVALUATION: Teachers will know immediately whether or not students understand by observing heir students actions. Formal evaluations can be conducted simply by commanding individual students to perform a series of actions. As students become more advanced, their performance can become the basis for evaluation. PERSONAL OPINION: This is a very useful method to use with all students (children, young and adult students), but only in the first stages of the foreign language learning. I completely agree with learn the foreign language in a non- stress environment, because this is a key factor of the learning. Students learn better in a relaxing atmosphere, like children learn their mother tongue. The kind of activities that the teacher can use is wide and dont require any language answer of the students until they are ready to do that. But teacher has to bear in mind that this method is not enough when students are in a higher level. In that case, students need more communicative activities. SUGGESTOPEDIA BACKGROUND: Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teachers students can learn a language approximately three to five times as quickly as through conventional teaching methods. The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on desuggestive learning and now is often called desuggestopedia. Suggestopedia is a mixing of the words suggestion and pedagogy. ADVANTAGES: Increase oral proficiency and lower classroom anxiety. The use of music, relaxing, pleasing and stimulating environmental set-up, motivated and powerful service people (teachers) giving positive messages with their attractive appearance and never-ending energy so it has the potential to increase motivation, among the learners, to try and use the product, which is English here DISADVANTAGES: The first weakness of this method is that the techniques may not work well in all the learners and cultures. It is not a practical method as teachers face the problem of the availability of music and comfortable chairs Lozanov refers in a number of occasions to the importance of memorization, excluding any reference to comprehension and creative problem solving. In fact language is not only about the power of the mind to memorize. Its about understanding, interacting and producing novel utterances in different unpredictable situations. TEACHER ROLE: Teacher is the authority. Learners learn better if they get the information from a reliable authority. Students must trust and respect that authority. STUDENT ROLE: Students play a childs role (infantilization). They adopt a new identity (new name, job, family, etc.). As they feel more secure, they can be less inhibited. METHODOLOGY: Vocabulary is emphasised. Claims about the success of the method often focus on the large number of words that can be acquired. Grammar is taught explicitly but minimally. Explicit grammar rules are provided in L1. Dialogues are used with their translations in L1 on the opposite side. Texts with literary value are used. The textbook posters are used for peripheral learning. Some of the techniques used are: Classroom set up: dim lights, soft music, cushioned armchairs, and posters on the walls. Positive Suggestion: Direct Suggestion: The teacher tells students they are going to be successful to create self-confidence. Indirect Suggestion: This is provided by music and comfortable physical conditions of the classroom. Peripheral Learning: Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials. Visualization: Students are asked to close their eyes and concentrate on their breathing. Then the tea