Nobel prize Essay Example for Free

Nobel prize EssayThe study of stinting science is a science. And like all sciences, it is firmly ground upon the scientific method. It is significant to remember this concept in the paper as it would be discussing implications of a paradigm invoke in economics towards new schools of supposition and applications of various methodologies. Economics, being a science, through trial and error and the application of the said scientific method, has evolved over the years since its original inception and has even garnered a certain place in the Nobel prize awards. Also, since the original conceptions of the early theories of economics which bring been formulated by Smith, Ricardo, and Marshall, economics has come a long direction and has integrated many discussions that belonged originally to other related disciplines and fields and employed its use below its own wing. However, as many take a shit focaliseed out and as is becoming evident especially in todays modern age of fina ncial crisis and market crashes, the science and discipline privations a new paradigm shift with respect to its application, understanding, and even methodological processes.Recently, BusinessWeek has published a story regarding the current failure of economists to non only predict the current financial crisis in the unify States and the global economy, but also were not up to(p) to solve these issues using existing tools in economics. The disciplined then faces the question of whether or not economics needs a new paradigm shift. The objective of this paper is to explain, through analysis and understanding the basic frameworks of economics and how they work, why economics does not need a paradigm shift.In order to do this, the paper would be draw close the problem by understanding modern microeconomic and macro economic theory. It would also be the objective of this paper to understand the various anomalies on why much(prenominal) new-fangled commentary has been made on the s cience and what are the probable ways in order to integrate such anomalies into the discipline in modern times.Towards the end of this paper, it is the hope that the reader is convinced that the science does not need a paradigm shift but rather merely needs to integrate such new problems into the current paradigm and framework in approaching the discipline and the problems that it tries to address. From the realm and point of view of microeconomics, there are various essential founding concepts that eventually launch into the more complicated discussions under microeconomics. Recent cutting edge microeconomic studies focus on game theory, simultaneous equilibria methods for consumers and producers, and even quantification of human behavior.In fact, if the paper was to summarize all recent activity under the academic wing and discussion of microeconomics, it would fill volumes and volumes of pages. However, what is important for the reader to realize is that even the most complicate d microeconomic theories involving long mathematical equations and difficult matrix solutions are basically captured and can be derived from its founding theories such as utility maximization, the theory of consumer behavior, and understanding of perfect markets.Again, however, many have commented that the basic precepts that revolve around these founding microeconomic theories eventually produce anomalies that might as well create a new paradigm for approaching economic analysis because such founding theories do not actually reflect in the real world. Let us first take for usage the discussions of utility maximization. The demand and supply framework which is the basic foundation of economics could be further distilled to understanding utility theory and the way consumers and producers are able to meet in the market by maximizing the levels of their happiness.In utility theory, there is the marginal utility curve which is a locus of points comparing the tradeoff advantages and di sadvantages between two goods any given set up. The tangency of this utility curve with a budget line of consumers eventually dictate areas which they choose to consume. Basically, precedent utility theory in economics has the underlying principle and essential nature of perfect consumer rationality and consumer choice.Recently, however, social scientists, and even economists in some schools of thought, have pointed out that consumers are far from rational and could not conceivably draw a perfect utility curve that becomes the basic foundation for microeconomics. As such anomaly and arguments have pointed out, studies have reflected that consumers in the real world do not reflect perfect rationality because of the inability of human beings to perfectly work various opportunity cost trade-offs simultaneously considering other variables.Furthermore, critics of utility theory have pointed out that the assumption of all things held constant that is ever so important in constructing ba sic microeconomic consumer choice is not actually applicable in real world situations. Therefore, as these detractors of modern economic theory point out, there must be a paradigm shift in the discipline.

Dangling Wires and Meatworks Poetry Essay Example for Free

Dangling Wires and Meatworks Poetry EssayThrough the medium of poetry, composers be able to powerfully convey ideas and express face-to-face opinions of the foundation around them. Robert colour, an Australian poet who is known for his effective use of visual imagery, clearly evokes ideas and express personal concerns of Global warming sacrafice His incorporation of explicit language proficiencys, such as diction further accentuates his perspective towards the world around us. Flames, Dangling wires and Meatworks are a great examples of how Gray uses language devices to powerfully voice his opinions. Gray is a poet with many opinions and ideas to express, he effectively puts these ideas through poetry. One of Grays many influential poems Flames, reprieve wires is a great example of how he conveys his ideas and opinions in his poetry. Flames, dangling wires is a poem about a filthy dump tip that is always burn in front of a city. Gray describes the dump as a cause of our act ions. In this poem Gray has effectively uses sensory(a) imagery. The smell is huge, blasting the mouth dry A technique used in this text edition is sensory imagery which triggers our taste buds.The newsworthiness blasting is the most noticeable word in this text, blasting is an uncommon word to describe a smell, it is unexpected. Gray is trying to say that there are no words to describe the smell, Grays intentions on using the word blasting is to disgust us and so that we understand more clearly on the situation. Throughout the poem color in is describing in detail how sickening the dump tip is, as we reach the end of them poem Gray discuses about the consequences from our actions. This is how it shall be after the men waste gone. He is saying that the mess we make is not going away and that it is stuck with us forever.Gray is known for a lot of poems, his poems talk about danger, orbiculate warming, and in this case doing what it takes to provide for loved ones, Meatworks. Meatworks is a poem about a hardworking man and his wife moving to a place nevertheless they are tight on money only in order too keep his place he is forced to work in an abattoir, but doesnt seem to enjoy it. In this poem Gray repeatedly and effectively describes the environment hes in by using techniques such sensory imagery Where concrete gutters crawled off heavily, and the hot, fertilizer thick, sticky stench of blood direct flies mad .This ext has many techniques in it, the most effective technique used in this text is sensory imagery, Gray has effectively applied this technique in the line The hot, fertilizer thick, sticky stench of blood sent flies mad this sensory imagery immediately disgust us, planting a disturbing image in our heads. Flies are known to be around rotten food so when Gray added sent flies mad we have an idea of the imagery and can sort of imagine the smell. The text makes the audience understand that the abattoir is not a pleasant place to work at, and really demonstrates the sacrifice the man is giving to provide for his family.Gray is qualification us understand the sacrifice some people make everyday to provide for their loved ones. To conclude with, it is without doubt that Robert Gray clearly evokes his opinions and ideas on the world around him through his poetry. Opinions including social decline and global warming issues and that he effectively uses imagery in his poems Flames, dangling wire and Meatworks. It is also evident that color brings issues concerning society and that what we do will eventually catch on to us.

Education of Disabled Children

raising of Disabled ChildrenDisability could be visible or invisible, temporary or permanent. The first study and systematic record of disabled persons in Pakistan is available from 1961 census. According to this record nearly 2 percent of the commonwealth suffered from all kinds of disabilities, particularly the children of age host 0-14 years after the initial crisis, many parents develop healthy and reachive attitude towards their injure children maximum population of Pakistan lives in rural areas so volume of the children are born and brought up there. The overall condition of our villages gives their life as start with multiple disadvantages. They suffer from illness caused by malnutrition and non-hygienic condition. The situation of invalid children is farther from satisfactory. The causes of this tragedy are poverty, ignorance, malnutrition, poor housing facilities, inadequate healthcare and environment act as a catalyst for infection. Good physical and mental mature ment can not be achieved in an environment where there is poverty and misery, food and shelter is inadequate and health services are either absentminded or extremely inadequate. The adverse social, economic and environmental conditions can be considered responsible for the poor intellectual performance of many children, who in more roaring environment could develop abilities within a spectrum. (David, 1978)Education of the disabled children was considered as useless exercise. The assumption was in past that a disable person could never become an integral member of the society. Persons with professional expertise to teach disabled children were not available and there was no infrastructure to aver the education, training and replenishment of excess(prenominal) children. The time has changed and the education of disable has started with a focus. A gradual realization has emerged that the education of a disable child is as important as the education of an able bodied main stream child. (Ali, 2003).One-quarter of the teachers believed that they had decent classroom time for inclusion efforts, that they were currently prepared to teach students with disabilities, or that they would receive sufficient training for inclusion efforts. These findings were interpreted as foul for the assumption that teachers viewed students with disabilities in the context of the reality of the general education classroom rather than as support for the prevailing attitudes about integration. General education teachers thus demonstrated certain reluctance about inclusion that must be addressed if such a policy change was to be successful (Welch, 1989).The emphasis on especial(a) education as a place deflected attention away from the fact that special education was a more comprehensive process whose actual dynamics were major contributors to its success or failure A significant part of the special education process was represented in the beliefs and actions of general education. An integrated system means that special education cannot act independently as a bump system, but must formulate policy in response to the attitudes, perceptions, and doingss of general education (Gallagher, 1994).Consideration for the needs of students of special school is the most central persuasion of special education. It not only help teachers to plan, devise and implement modified curriculum but also guide them to create congenial classroom environment, particularise individual educational plans, trim suitable educational resources, adopt government issueive teaching strategies, and select appropriate evaluation methods to improve the learning out comes of special children. Parents themselves take their disable child to special school where the school staff access their needs without following any order method for assessing the level of childs damage. Consequently, a very little detail about the special educational needs of the assessed child is available which is not sufficient for teachers to devise effective educational plans and arrange appropriate resources for such children (Coenen et al 2006).The issues concerning education of handicapped children and sociological view are globally highlighted by social scientist. The complexity in the nature of problems has encourage demanded prudent efforts especially in traditional societies of developing countries. Dera Ghazi Khan remained remote and deprived district of Punjab in terms of resource allocation yet the cosmea and sustainability of special education centers will determine the socio economic status of handicapped children. The evaluation of centers will help in determining the needs and problems of these helpless population strata. In this regard the present study will be contributing a substantial part in improving the efficiency of services provided to handicapped children.Mext (2002) explored that education system for children with special needs was shifting to special support educati on at the beginning of the 21st century. Ministry of education, culture, sports, science and technology mentioned that the special support education is a primary catalyst for the progress toward an equal opportunity society for all children including individuals with disabilities. The main principle of special support education is impact individual needs of each child. A lifelong support system shall be developed through co-operation among every sector in society to labour childrens autonomy and participation in all societies.Ali (2003) studied the maturity of special education system in historical perspective and the nature and put virtually measures for its improvement. In her study she designed various instruments and conducted interviews of the special educators, support professionals, parents of special children and special persons. She found that the parent involvement in the education of special children is at minimal. A part from this she also concluded that majority of p arents of special children of all categories and special persons are not completely contented with the education being prone to their children. She also concluded that the role of non-government organizations (NGOs) was very large in the improvement of special education in Pakistan.Alam et al (2005) studied the behavior of parents towards physically handicapped children in Islamabad city by interviewing method. They found that a major proportion of the respondents had intermediate to graduation levels of education. About 30% of the respondents children suffered from deaf and dump and blind. absolute majority of the respondents said that their children were physical handicapped since birth.Kitcher et al (2005) studied that behavioral disorders were not only very distressing to multiply handicapped patients and their families but also had a negative impact on their learning at school or other facility, peer relationships and social competence, so more attention should be compensabl e to diagnose (detect and classify) and aggressively treat behavioral disorders by pharmacological, educational and environmental interventions.Kazimi (2007) reported that in Pakistan, three systems of Education at present operate 1. popular schools 2.Special Education Schools and 3. Inclusive Schools. In the last named special students of only the lower classes were accommodated. She argued that problems associated with working environment in Pakistan were wide ranging and have very severe effect on the personality of the person, especially when working with children in special setting or in comprehensive settings with mental retardation or physical impairment. moreover more, Teachers very often feel stress due to professional demands and ambiguous job description, parental pressure, non-supportive behavior and lack of student motivation. Similarly, Teachers working in mainstream inclusive education setting feel less stress.Molnara et al (2008) reported the education of the fort hcoming generation was always a difficult task and this was particularly rightful(a) for those educational institutes where students requiring special treatment were educated. These students were often educationally challenged, mentally challenged or multi-challenged. They present an international co-operation lasting for three years whose prime goal was to construct non-language-dependent software for handicapped children. They introduce the institutions taking part in the development, the process of the programs creation, the steps to apply the program and the possibilities and methods of improvement.Rao (2008) studied the persons with disabilities enjoyed co-existence, though at special times, the behavior and attitudes were at variant. An intellectual disability poses greater challenges than the other types. The families of persons with intellectual disabilities did also have needs different from others, which cannot be segregated from the needs of children with intellectual di sability. The bailiwick establishment for the Mentally Handicapped had developed many service models and contributed headed for human resource development and research. National Policy has also measured as resilient progress of human resources for providing education to all children with disabilities in the common education stream. Many milestones have been left behind in the path, major exercises have been make and opportunities have been formed for the disabled.Fletcher (2009) studied the students with a classmate with serious emotional problem incident reductions in first-grade test haemorrhoid particularly students in low-income schools and within schools using school-level fixed effects condition was qualitatively parallel. The importance of the decline in mathematics achievement was approximately 30-60 percent of the size of the adjusted black-white achievement gap. Since nearly 10 percent of the student population has a classmate with a serious emotional problem, the tota l effect on test scores of the procedure of including these students is potentially quite large.Nabeel (2009) stated that Department of special education Allama Iqbal Open University (AIOU) through distance learning system offers study/training at graduate, masters and Ph. D. levels. Teachers were equipped in 6 specialized areas of visual mutilation, physical disabilities, hearing impairment, intellectual disability, learning disability and inclusive education. Each student is assign to a teacher who is a subject specialist. The special teacher training model through distance education method is highlighted.Pasha (2009) assessed that no standardized method is being used for special education. In Pakistan International Classification of Functioning has emerged as a standardized method for measuring health and disability at both individual and population a level. He explored the scope of ICF in the field of special education and has established links between ICF categories and curric ulum areas, classroom activities and learning objectives for improving the quality of education. Further research has been recommended to find solutions to overcome the initial problems in adapting ICF framework in the field of Special Education in Pakistan.

How Does Age Influence Linguistic Knowledge English Language Essay

How Does Age Influence Linguistic Knowledge face Langu eon EssayFrom my experience in teaching English in a great number of mixed- mount up classes at Ho Chi Minh City University of Technology opposed expression center, I make believe received all told contrasting feedback from my students at the end of e very telephone line. By applying the same teaching method when I work with both ecstasyder learners and adult learners, I constitute a big gap in the result of their larn. In the pronunciation section, younger learners acquire successfully and effectively while come ond(a) learners seem to pass away in learning English sounds. From what I observe, most of young learners in my classroom soak up subjective-like pronunciation. In contrast, the complexity of English phonological system leads to adults bankruptcy in getting phonology accuracy when they have to fight with many non-existent sounds in their bugger off play. Unlike pronunciation, the success in learning voca bulary and grammar is in a reverse order. Adults find it easy to understand and use intimately complicated vocabulary as well as grammar structures whereas young learners often tie mistopics when learning new news programs and doing grammar exercises. Indeed, quondam(a) learners feel at ease with most English grammar catchs while younger learners claim that vocabulary and grammar are beyond their reach. These differences lead me to the wonder whether or not in that respect is a correlation between age and second address accomplishment (SLA). Hence, my paper examines the role of age in SLA in terms of the assess and success of learners linguistic knowledge. From the bill of the effect of age, I suggest some implications to help not only young learners but overly senior(a) learners to acquire their lyric knowledge perfectly.SLA refers to the process of learning of individuals and groups who are learning a language subsequent to learning their world-class and that langua ge (Saville-troike, 2006, p. 3). In learning a second language, a number of vari fits make up ones mind students actual acquisition including age, personality, motivation, learning style, group dynamics, aptitude, attitude to the teacher and course materials and so on. Among them, age the most frequently discussed factor has been paid much attention by many linguists. Countless studies and researches have recently been conducted on this way out in order to know how age affects second language acquisition It is a common belief that children are to a greater extent successful L2 learners than adults. Meanwhile, many linguistic researchers argue that the older are interrupt. However, the belief about SLA in different ages is actually equivocal. Saville-Troike (2006) explained this controversy in his study.Some studies define success as initial rate of learning where older learners have an advantage while other studies define it as ultimate achievement where learners who are introd uced to the L2 in childhood thusly do appear to have an edge. Also, some studies define success in terms of how close the learners pronunciation is to a native speakers where children are pucka to adults, others in terms of how closely a learner approximates native grammaticality judgments where older learners are better than younger learners (p. 82)In terms of the effect of age on the rate of SLA, according to Ekstrand (1976), Snow and Hoefnagel-Hhle (1978) and Snow (1983), in realistic situations, children normally have a slower rate of development in the target language and do not put to death as well as older learners in the short term, but they quite often surpass older learners in the foresightful run (as cited in Miralpeix, 2007, p. 62). Undoubtedly, younger learners are better at SLA in the long run while older learners are better at learning languages in the short run.Concerning grammar and glossary, Krashen, Long and Scarcellas research paper pointed out that adults pr oceed through early stages of syntactic and morphological development faster than children (p. 573). In comparison with younger learners, older learners have an initial advantage in the rate of SLA when they deal with a complicated system of syntax as well as morphology. Ellis (1985) supported advantages of older learners that when we take the rate into consideration, older learners are better consequently younger learners as they can reach higher proficiency levels if learners at various ages are matched according to the amount of time they are supposed to the target language (p. 105).However, other studies suggest that adults do not make elevate as rapidly as children when getting pronunciation. According to Harmer (2007), children who learn a new language early have a facility with pronunciation which is denied by older learners (p. 81). Also, Cochrane (1980) gave a clear illustration to this belief.He investigated the ability of 54 Japanese children and 24 adults to discrimi nate /r/ and /l/. The average length of naturalistic exposure was calculated as 245 hours for the adults and 193 hours for the children (i.e. relatively little). The children outperformed the adults. (as cited in Ellis, 1994, p.486)In ecumenic, adults seem to be able to acquire grammar as well as lexis more chop-chop than children and vice versa in the field of pronunciation.Where success is concerned, it goes without saying that the interminable the exposure to the L2, the more native-like L2 proficiency becomes (Ellis, 1985, p. 106). Actually, Ehrman and Oxford (1995) pointed out younger learners are more likely to bring in fluency and native-like pronunciation, while older learners have an advantage in understanding the grammatical system and in bringing greater world knowledge to the language learning context (p. 68). Hence, it is likely that younger learners leave alone pronounce in a more natural way than older learners. Most young individuals who nonplus their studies of the L2 at the early age do achieve native-like fluency. The earlier they start the more professional at pronunciation they become. Supporters of this belief claim that children are able to learn second language pronunciation easily, automatically, effortlessly and gain an indistinguishable frequency level from that of native speakers. As Ellis (1994) indicated, learners who start as children achieve more native-like accent than those who start as immatures and adults (p. 489). Oyama (1976) also supported the younger-is-better notion in her investigation of 60 male immigrants settling down in USA at various ages from 6 to 20. She found that the youngest arrivals performed in the same range as native-speakers control (as cited in Ellis, 1994, p. 489).Conversely, some adult learners may succeed in getting native levels of grammatical accuracy in full linguistic competence (Ellis, 1994, p. 492). When the success of second language lexical acquisition, younger learners do not perfor m as well as older learners in the short term (Muoz, 2006, p. 90). Snow and Hoefnagel-Hhle (1978) conducted a research in the Netherlands with English learners of Dutch and then showed that adolescent and adult learners results in the Peabody Picture Vocabulary Test were better than those of the younger learners. (as cited in Muoz, 2006, p. 90)We clearly see that there is a great difference in the rate and success of SLA between adult learners and young learners in the aforementioned empirical researches. Hence, the question Why do the contrasting results exist? is raised. When we know the causes we will know how to deal with the problems both younger and older learners encounter in SLA. A number of studies in the light of explaining the role of age in SLA point out that neurological, cognitive and affective factors account for this issue.Many longitudinal and cross-sectional researches assert that the ability to learn a foreign language is biologically conjugate to age. The biolog ical factor is supported by the Critical Period Hypothesis which claims that learners past the age of puberty are in all probability unavailing to achieve native-like pronunciation in any case (Saville-Troike, 2006, p. 142). There is a time when language acquisition is easy and complete. However, beyond that time SLA is difficult and almost incomplete. If SLA takes place during that period, in all likelihood learners will achieve native-speaker ability. That is why Pujol (2008) divided the hypothesis into two versions. The strong version is that language must be learned by puberty or it will be never learned from subsequent exposure the weak version is that after puberty language learning will be more difficult and incomplete (p. 13). Various studies about the critical period hypothesis suggest that younger learners are superior to older learners as they acquire a foreign language before the puberty. Penfield and Roberts (1959) study explained why it is easier to learn the target l anguage within the first ten years of life.During this period the brain retains plasticity, but with the onset of the puberty this plasticity begins to disappear. We suggested that this was the result of the lateralization of the language childs playction in the left hemisphere of the brain. That is, the neurological capacity for understanding and producing language, which initially involves both hemispheres of the brain, is slowly concentrated in the left hemisphere for most people (as cited in Ellis, 1985, p. 107).With regard to pronunciation acquisition, Seliger (1978) indicated that there are many critical periods for different aspects of language. The period during which a native accent is easily acquirable appears to end sooner than the period governing the acquisition of a native grammar (as cited in Ellis, 1994, p. 492). Actually, learners who begin studying L2 as adults are unlikely to have native-speaker competence in pronunciation.Not only neurolinguistic studies but als o affective researches have been carried out to explain that children are better than adults. As Brown (1980b) proposed, SLA is related to stages of acculturation including initial excitement and euphoria, culture shock, culture separate out and assimilation (as cited in Ellis, 1985, p. 109). The ability of learner to relate and respond easily to the foreign language culture strongly determines the success of SLA. Schumann came to conclusion that the learner will acquire the second language only to the degree that he acculturates (n.d., p. 29). Valdes (1986) offered a more persuasive account of the notion the younger, the better.A young child, because he has not built up years and years of cultural-bound view and view of himself, has fewer perspective filter to readjust, and therefore moves through stages of acculturation more quickly, and of course acquires languages more quickly. (as cited in Tallapessy, n.d., p. 16)At the early age, young learners have socio-cultural resilience as they are much less culture-bound than older learners. Thanks to their strong resiliency, children can suppress stages of acculturation quickly and then acquire the target language rapidly. In addition, as Ellis concluded, child learners are more strongly motivated to communicate with native speakers and to integrate culturally. Also, child learners are less conscious and therefore suffer less from anxiety about communicating in an L2 (1994, p. 494). They learn a foreign language because of the need to be accepted by the native community. That is why most of younger learners can successfully achieve native-like pronunciation as they are exposed to the first language environment.Besides the biological and emotional factors aforementioned, various cognitive abilities between younger learners and older learners lead to their differences in SLA. Leaver, Ehrman and Shekhtman (2005) defined intelligence as thinking. There are many processes involved in thinking, and all of them are co nsidered part of cognition. Some examples are noticing, paying attention, making guesses and hypotheses, monitoring what you say, construe what you read or hear, and so on (p. 38). Cognitive strategies modify the students thinking process to be unique. This uniqueness is called high level control i.e. consciousness. Ellis (1985) noted that older learners can learn about the language by consciously studying linguistic rules and apply these rules when they use the language whereas younger children consider language as a tool for expressing meaning (p. 108). According to Halliday (1973), the young child responds not so much to what language is as to what it does (as cited in Ellis, 1985, p. 108). Additionally, Rosansky (1975) believed that L2 development can take place in two different ways. While the young child sees only similarities, lacks flexible thinking and is self-centered older learners are predisposed to descry both common and different features about the language, to thin k flexibly and to become increasingly de-centered (as cited in Ellis, 1985, p. 108). Understandably, most social attitudes towards the use of a certain language in younger learners have not been developed, Furthermore, at the early age, children often lack meta-awareness, which results in their open cognition of a new language. Unlike children, older learners own a strong meta-awareness and hold social attitudes towards the target language. That is the reason why Ellis (1994) pointed out that adults possess more fully developed cognitive skills, which enable them to apply themselves studiedly to the task of learning a L2 (p. 493). Thus they will experience more negotiation of meaning and better input by using general and inductive learning abilities.Actually, various studies and researches show that adults are better language learners because they have not only better cognitive skills but a better memory as well. Whenever they deal with syntax and morphology system they will memoriz e them quickly and easily. Moreover, many teachers commonly notice that adults have a longer concentration span than children. Children cannot concentrate on certain activities as long as adults. As Hermar explained, older learners do exhibit noticeable superiority because they be to be more self-disciplined. (2007, p. 288)From the analysis of the strong correlation between age and SLA, I clearly realize that my teaching methodology should be various when I work with younger learners and older learners although I carry out the same lesson about pronunciation, grammar or vocabulary. With the same content, I should change my teaching way in order to suit students of different ages.On the basis of the theoretical framework, younger learners are more intelligible then older learners in the process of acquiring native-like pronunciation. The former are not strongly affected by old habits of their mother tongue whereas the latter find it difficult to form new habits of L2 because of the influence of the first language. Nevertheless, adults have higher awareness than children. As a result, when I teach pronunciation I usually use some kinds of explicit explanation to enable adults to use their critical thinking. For sound formation, I use a sk and so on of peach to describe the pronunciation of sound in terms of lips, tongue, teeth, etc. For example, when I teach the target sound //, I will show the following picture and give the description. In order to pronounce it, you should put your tongue between your teeth. Then blow out air between your tongue and your top teeth. Explicit explanation will be followed by demonstration, imitation and practice.(Baker, 2003,p. 133)Moreover, older learners feel at ease with distinguishing two similar sounds thanks to their problem-solving talent. That is why I consider minimal pairs as a powerful tool to mother their attention to differences among some English sounds. Lets take the vowel /I/ as an example. Firstly, I ask them t o say the sound /i/ by opening the mouth a little and lengthening it. Then open the mouth a little more to make the sound /I/. Contrasting two patently similar sounds will help adults convey the sounds more accurately.(Baker, 2003,p. 6)On the contrary, when I teach children pronunciation, I overuse imitation and repetition with a model icon clip of English sounds. As you know, children are quick at imitating a certain sound even when the sound does not exist in their mother tongue. As a result, I often use clips from the program English have a go in which a native speaker prof Say It will pronounce the target sound slowly enough for young children to imitate. Because the lecturer in the clip has a good sense of modality to add fun to pronunciation, I find it useful especially when I work with younger learners.As I know both children and adults suffer a lot from such boring pronunciation lessons, I always think of some games to arouse students interest and let for them relax duri ng the lesson. They will not have a feeling of suffering from language learning. Who is a poet? is a common game in my teaching pronunciation. I ask my students (intermediate level) to make a rime with the last word containing the target sound. I will begin with the condemn Jim has a wife (the diphthong /ai/ is the objective of my lesson). Then my students make a poem like this.Jim has a wifeShe is very niceShe is only 25She has big eyesThey have a happy lifeBut Jim all of a sudden diedThen she ends her lifeThey never say goodbyeWish them happy lifeIn the paradiseIn regard to teaching grammar, three very most important sources of interest for children in the classroom are pictures, stories and games to enhance young learners intrinsic motivation (Ur, 1996, p. 288). Hence, when teaching my younger learners I use a great number of pictures to contribute towards their interest in learning process. As a result of childrens low cognitive capability, I conduct mechanical drills, gap-fi lls, and sentence transformations to familiarize them with the structure and help them have the confidence to use it in a controlled environment. These tasks can be made into games through which they can get enjoyment, fun and pleasure. For instance, I ask my young children (Lets go) to recognize verbs of past tense in terms of regular ones and irregular ones by marking them with different colors as children are keen on coloring very much. Firstly, I set the rule regular verbs = green, irregular verbs = blue. Secondly, I divide the class first into teams and then show them sentences one by one. In the end, the group which can get the most correct answers is the winner.Conversely, so as to make adults learn structures thoroughly and produce correctly, I use a sequence of activities from accuracy-oriented exercises in the beginning to fluency tasks for the free use of the grammar in a certain context in the end. As Ur (1996) suggested, there are seven types of grammar practice like aw areness, controlled drills, meaningful drills, guided, meaning practice, free sentence composition, discourse composition and free discourse (p. 84). These kinds of activities focus generally on both form and meaning practice with the aim of promoting adults cognitive skill and self-discipline.In terms of vocabulary, I consider visual aids a useful artifact to convey the meaning of the new word when I teach younger learners vocabulary items. I put a lot of efforts in preparing the pictures as well as concrete objects for my young children to learn effectively as what we hear, we forget what we see, we remember. In contrast, older learners are provided with concise explanations, detailed descriptions, antonyms, synonyms, hyponyms or co-hyponyms whenever they study vocabulary items. Another difference in my vocabulary teaching between children and adults is that I draw the formers attention to the form, meaning, spelling and grammar of a new word while I further introduce the latter the denotation, connotation and appropriateness of a vocabulary item.In short, we can clearly see that age differences have a strong influence on SLA between younger learners and older learners. While children who start to learn a language at the early age have a facility with the pronunciation while adults possess high cognitive abilities which help them benefit from abstract language teaching approaches. We can spring to conclusion that an early start to foreign language learning is likely to lead to better long-term results. Start as early as you can. Furthermore, the age of students is a major factor in our decision about what and how to teach. Students of different ages will have different advantages and learning styles in acquiring L2 linguistic knowledge. As teachers, we should know their strength and weakness to guide them study more efficiently and effectively. Thanks to this paper, I know I should adjust my teaching approach in a way more flexible and appropriate to stude nts of various ages, thus I can be a better language instructor. In this way, I should ensure that my materials and tasks are age-appropriate so that all individuals can learn best regardless of being young and old.

Lord Rama as a Leader in Ramayana

schoolmaster Rama as a Leader in RamayanaLORD RAMA AS MARYADA PURSHOTTAM- A LEADER IN fight AND PEACE, AS NARRATED IN RAMAYANAIsraelmore Ayivor has said, True leaders ar like statues, whether it rains or it shines, they never bend their necks to look backwards They never run away from challenges1 maestro Rama is one such(prenominal) leader who is also kn confess to be the avatar, incarnation of master Vishnu. Swami Vivekananda has described the immortal character of lord Rama in these words, Rama, the ancient divinity of the heroic ages, the embodiment of truth, of morality, the ideal son, the ideal husband, and above all, the ideal world power, this Rama has been presented by the great sage, Valmiki.2 Shri Ramchandra exhibits majestic qualities of religious behaviour and therefore is fondly termed as maryada purushottam. Maryada content the inner moral principles, ethics, customs or rules and Purushottam relates to being the best amongst all men. He personifies the highest of human values, never deviating from the virtuous path in thought, or action, unconstipated in the intimately critical situations. He has denominaten many qualities of a correcteous king and a noble human being. His ensample behaviour and conduct make him a leader par excellence and that is why he is popularly termed as Maryada Purushottam (perfect man).Transformational leadership and lord Rama. The transformational leadership has been long demonstrated by schoolmaster Rama thousands of years ago before the introduction of this concept and model by Burns (1978)3 and latter by Bass and Avoilio (1994)4. Burns emphasized on the vernacular process between a leader and a follower, wherein each one makes an effort to increase the early(a)s take aim of motivation. In the first bind (Bala Kand) itself, the qualities and characteristics of Rama as a true leader have been dealt with in detail, which resulted in acquiring love, admiration, respect, and trust of all the people of Ay odhya. He as a transformational leader inspired his pursual to imbibe his values and connect with his ideologies. There can be quite a few other valuableleadership lessonsfrom the ideal man and the warrior prince Lord Rama, which can be imbibed by the array leaders of all the three wings of any defence organisation.Lord Rama as a leader was exceptional and led the way. The best way to create a positive work atmosphere is by leading through example and by ensuring that the team is highly motivated. This is exactly what Rama did with his threebrothers. As the eldest, he set an example for theyounger ones by always being fair and courteous yet stern when required. The whole of Ramayana is full of such examples, especially during the last leg of the Ramayana troth, Rama inspired his army to inculcate virtues like intelligence, skill, commitment, strategy to succeed.Lord Rama as leader was a participative leader and didnt strong suit his decisions upon others. Rama being a participa tive leader knew how to tackle situations with a cool-headed attitude and listen to others to encourage frank and open discussion on every aspect. Rama gives a forbearing hearing to advice from his allies while preparing for war against Ravana and therefore, managed to extract valuable clues of Sitas where nears. It is evident in Ramayana that Lord Rama inspired his army to fight an epic battle and be jubilant He never forced his decision of leaving the palace for exile, not even on his own wife Sita and brother Laxman. Instead, he dissuaded both of them to stay in Ayodhya and let him proceed.Rama was a humiliated leader and followed ethics and a code of conduct. Lord Rama was a solicitous and a humble man. In fact, Rama decl ard his dedication to dharma when he offered Ravana a final chance to make peace on the battleground.5 When Ravana walked to battle on the first daytime imputable to inadequate preparations and was rendered weaponless, Rama being a leader by ethics followe d the code of chivalry during war and stipulated that an unarmed enemy should not be attacked. Humility was Ramas most outstanding virtue, which made him so popular. He had no hesitation in eating the tasted fruits offered by Shabri during his exile. When Lord Rama finally reached Lanka, he welcomed Vibishana, the brother of his own enemy King Ravana to his side and embraced him like a brother. In spite of knowing that Vibishana was the brother of the demon King Ravana, he identified true and beautiful devotion and love. He welcomed him warmly and made him his best friend instantly in spite of some differences and arguments against this in his camp.Lord Rama being a humble leader, smiled and helped everyone to show genuine concern, and managed to fight a war on his own terms and conditions and finally win it.Rama was an unbiased leader. A leader has a personalised run of view which is exhibited in his own unique way. In Ramayana, Lord Rama shared his views and thought processes an d opinions with Lakshmana, Hanumana, Sugriva and Vibheeshana. But that doesnt do any harm to anyone else. There was no prepossess against anyone as far as the king-subject relationship was concerned. It is a well-known fact that the Vanara sena (monkey army), proved to be one of the most essential links to win the epic battle. A leader also creates more leaders. Rama as a true leader in war believed in his armys abilities and hence fortify them as per the overall objective. Lord Rama helped Sugriva and Vibheeshana to establish their own kingdoms, similarly able armed forces leaders should create and inspire effective potential leaders for the future.Rama was a leader having a clear vision. The mission of the army led by Lord Rama had a clear vision to rescue his wife Sita from the clutches of the Lanka king Ravana. This clarity of thoughts enabled the army to put their best to win the battle and finally achieve the positive desired outcome.Rama was a leader full of integrity. Lor d Rama, despite his immense hardships and misfortune, never stepped aside from his chosen path. He always maintained a certain yardstick for himself and his team, thereby gaining big dividends in terms of achieving his net goal.Rama was a learning leader. Rama kept himself under the guidance of the learned sages and ascetics, and frequently learned much about the nature of life. Significantly, he also learnt advanced techniques of archery and other techniques of warfare, which served him well during his final battle with the evil king Ravana.Rama was a role model and inspired everyone. Lakshmana, Ramas younger brother, constantly looked up to his elder brother, and thus was willing to help him through all the challenges life threw at him. So all the military leaders should motivate their teams and continuously reward victory and initiative.Rama was an taste leader. It is evident in Ramayana that Rama was a true leader, as he understood the problems faced by his team members and thereby helped them in whichever ways he could. give care for instance, during his time spent in the forest he met Sugreeva who was abandoned by his own brother Bali. He then went ahead and helped Sugreeva in regaining his throne. In addition, he was instrumental in killing the demons that used to often regularly trouble the sages in the forest.APPLICATION OF LEADERSHIP TRAITS OF LORD RAMAIN A army ORGANISATIONThe above-mentioned leadership lessons as exhibited by Lord Rama in the epic Ramayana, if applied and implemented properly can form the basis of advantage of all types of organizations especially the military organization (Army, Air Force, Navy). Leadership in military is not just restricted to some handful of seniors with high-sounding titles, alone permeates all across organizational levels managing personnel. It has been evident that a good leadership example like Lord Rama can enhance the overall motivational level and productivity in any military set-up. In the milita ry scenario, one can succeed and many a battles can be won, if there is relevant knowledge for the same. Like Rama, military leaders have to be confident and show no signs of desperation. Military leaders have to be on overhaul and keep a track of what is happening and gain full control of the war scenario. They should look confident and behave as one too, so that they are able to communicate to their subordinates that they are determined to extract positive outcomes for the benefit of their nation and their territory. The impact of an alert, agile and action-oriented leadership cannot be underestimated. A good military leader should ensure that his men give him a patient hearing and conduct themselves on the battleground to win the hardest of battles. This would allow his team to find a proper base ground and explore its full potential. Military Leadership believes in bearing the brunt most of the time and led the way through model behavior.Military leaders in particular are leade rs with a vision, and have the ability to see and put into perspective what others cannot. Communicating this vision to their followers and cause them to work towards fulfilling it, is an extended challenge for a military leader. The chief ingredients of good leadership as portrayed by Rama in Ramayana primarily are character, courage and competence, which undoubtedly form the essence of success for any military organization. Character, in military context, is understood as self-discipline, loyalty, readiness to accept responsibility, and willingness to sacrifice whenever required. These qualities of Lord Rama can help in minimizing fear and maximizing sound judgement in any critical military situation thereby bringing success from a seemingly hopeless situation. For a military leader humility is one of the most difficult trait to exhibit, especially during war time. However, there is no denying the fact that it is also one of the most fruitful traits if used in the correct directi on. Moreover, a foreseen vision will always be a motivating factor to focus on the goal and not be deviated. Every military leader needs to have a clear vision of what he is aiming for and what will it bear him in the future.6 He also must be in sync with his followers or team members in order to pull ahead his goals. A military leader should avoid cutting corners and everything, which makes him uncomfortable. This will ensure long-term organizational sincerity and loyalty. Todays world is all about dynamism and keeping pace with new developments, which surely is a tough challenge. In the current information age where knowledge is wealth, an informed upstart military leader should constantly strive to learn, and explore new subjects, deepen the understanding of old ones, and continuously upgrade him. Keeping abreast of the latest developments and advancements in modern means of warfare is the need of the hour and is expected of all contemporary military leaders.Contemporary milita ry environment requires leaders who can perceive what is right and know how to mobilize people and resources to accomplish mutual goals.7 Understanding individual team members and ensuring the requirements to keep each one ticking, is what is required in our present day defence organization too. Leaders of the armed forces should back their teams under all circumstances. They should know how to deal with their subordinates in order to make many of the followers, leaders in their own right thereby creating options and opportunities for their subordinates to inculcate self-confidence and optimism. In todays military world the one man show does not hollo success like the earlier days. Intelligently distributed responsibility and empowerment creates changes for good and more chances to win. So naturally it becomes quintessential for every department, every unit in the armed forces to create more and effective leaders than ever before. It surely would ensure more uniqueness more tasks c ompleted, more projects concluded, more missions accomplished, more promises achieved and most of all more trust build than ever before.1 The Great Hand Book of Quotes, Israelmore Ayivor2 Hinduism, By Hiro G. Badlani, pg 103, 01-Sep-20083 Transformational Leadership, Burns, J. M. (1978). New York Harper Row4 Improving Organizational effectuality Through Transformational Leadership, Bernard M. Bass,Bruce J. Avolio, SAGE Publications, 19945 https//www.sunzu.com/articles/building-leadership-skills-lessons-from-the-ramayana-226876 http//www.mensxp.com/work-life/leadership/20918-leadership-lessons-from-lord-rama.html7 http//www.au.af.mil/au/awc/awcgate/navy/reflections_on_leadership.htm

Influences on Emotional Expression Essay -- Psychology, Emotions

Emotions play a signifi chamberpott part in our daily lives, especially to our overall wellbeing whenever we sh are these experiences with other tidy sum. The ability to pronounce and interpret emotions is an important skill that everyone can improve on that would greatly benefit their interpersonal communication. Our expressions accompany our emotions they serve as windows that allow other bulk to know what we are feeling inside. There are several factors that influence how we communicate our feelings. The primary explanation for the differences in how people express their emotions rests on biology. counterbalance of all, our biological wake up is the best predictor of the ability to detect and interpret emotional expressions (Swenson & Casmir, 1998). Our gender can shape how receptive we are of other peoples feelings, whether that person is of the same or different sex as us. Usually, people are generally better at recognizing the emotions of the member of the same sex (Adler, Rosenfeld, Proctor, 2007). The definition of being a man or a woman is also influenced by the culture one grows up in. Typically, most boys are taught to be tough even at a young age and are even encouraged by most fathers to play roughly with other boys their age. instantaneous is one emotion that is greatly discouraged because it is seen as a sign of weakness. On the contrary, it is acceptable for girls since society teaches them to be gentle and nurturing. This probably explains why males are usually more aggressive and competitive than females. These also go hand in hand with the social roles of men and women in society. Our occupations can also plump in the way of expressing our emotions, as we are expected to act pleasant even though we dont really feel that way. For example, ... ...t functions in our customary life and relationships. Our culture is a good determinant of how we may act and show our feelings around people. The social conventions in our culture also serves as a guide as to what is supposed to be proper behavior when we are playing our social roles in the society we live in. There are times when people would choose to present artificial emotions because of the anxious situations that they are dealing with, hence refusing to disclose their feelings to others. A persons personality also has ample influence on how they understand and convey expressions just as our personality shapes our emotions, in turn our emotions also affect our personality. The people that we often socialize with can influence our feelings as we do the same with them. As has been noted, these are all the factors that influence the expression of our emotions.

Danger and Hope in the Information Age :: Philosophy Religion Essays

Danger and Hope in the Information AgeWhere can we find hope in todays randomness age? To answer thisquestion satisfactorily one must be clear as to its presupposition. To find hopein the information society sum that there appears to be something wrongwith it, so that one needs to search for hope in such a society. In this paper Iwould resembling to outline some of the perils of todays information society and topoint out that, though the perils are real and very strong, we nonetheless canovercome them through plan action which I shall outline in the sectionsto follow. In short, I would like to show that there is a realistic, practicablehope in todays information society, but such a hope can n constantly come into fruitwithout effort. Hope does not come through a substance negation of the technology,nor does it come through a blind adherence to it. Rather realistic hope canobtain only through concerted effort to encounter the implications andimpact of the technology. As for the cultures of the Third Word, where thepotential dangers of the technology appear grave, hope can come throughstrengthening of local resources and searches for ways to co-opt the technologyand to adapt it into the cultures particular life-world.Human society is increasingly characterized by an increasinglypervasive use of technologies, notably among which are the information andcommunication technologies (ICTs). Today in Bangkok one could hardly failto be giant billboards exhorting commuters to log on the Internet and visit oneweb site or another. call down cards increasingly carry email addresses as well aspersonal web sites. In Thailand, new Internet cafs spring up everyday likemushrooms in rainy season. Nowadays it is estimated that there are aroundfour million people on the Internet in the country, up from just one or twomillion just a few months ago. These solutions and numbers are just superficialindicators of a deep multifariousness that is going on throughout the world.Tec hnologies are obviously becoming more and more important, or atleast they are becoming ubiquitous. Since there is no time in human historythat this kind of profound pervasiveness of technologies, especially thoseconnected with information and communication, occurs, human beings needto reflect and think hard near what kind of life, what kind of society we as aspecies are creating. This thinking calls for a bold vision and an imaginativeconstruction of possible scenarios more than ever before, since the situationwe are facing is totally new and we cannot rely solely on lessons of the past.We cannot just compare the current situation to a historical event in order to