Building a Supportive Vocabulary Learning Environment

To every learning curriculum, it is a fundamental requirement to provide a sustainably befitting environment at the background to ease the flow of assimilation and aid the mission accomplishment of a prolific study. Without an enabling environment, the efficiency of the learning result is significantly reduced. Though avoidable, many unrefined teachers still take with levity, the necessity of creating an environmental aura that permeates the mind of learners involved towards creating a smooth psychological linkage to understanding the vocabulary lesson (Diller & Karl, 1978).Supportive Tools  Firstly, we design a befitting structural arrangement that reflects some basic expectations concerning the vocabulary to be studied, the choice of which ranks common in preference of usage (Foss & Lenzini, 1999). The pictorial representation (e. g. on the wall) enables learners to access unrestricted support; demonstrating how tongue or the entire â€Å"buccal† cavity (mouth) is expected to be positioned while a particular sound is being pronounced. The pictorial representation should equally demonstrate practical situations where each word is most appropriately in day-to-day events.In buttressing the importance of this structural or pictorial design as a supportive learning tool, researches have shown that new vocabularies are best understood by exerting a subconscious effort sequel to the first pronunciation exposure in class (Holden, et al. , 1998). The sub-consciousness is characterized with the absence of stress, sensual tension or urgency demand to study within a restricted period. The presence of pressure brings a sense of active competition among other colleagues in class.The slow learners, the average and the fast learners are the three classes of learners that must have their interest managed on the overall while determining the contextual modalities of supportive environments to be considered (Foss & Lenzini, 1999). Moreover, it is of importance to recog nize the use of student-to-student interactive class session in learning foreign vocabulary. This creates an enabling environment where learners can share and gain views from one another. This in a great sense, is a complementary learning tool to teachers own method.The teacher here, logically listen and gain from diverse ways of interaction that exist in this session of students’ group discussion. The specific style of teaching to adopt will be gotten from preponderances of events as they unfold (James L. B. , 2001) One-to-many Learning Support Scheme In this scheme, each learner on rotation is given an assignment to present a topic to other co-learners in class. Preferentially, suggestion of a multi-media projection could aid teaching. Here comes a research among students in science class, a class of 50 students was given an assignment to treat 10 topics within a course.The modality involved allotment of a topic to a group of 5 students within which they are equally expecte d to further divide the topic into sub-headings. Other remaining 45 students follow suit in their respective groupings. The examination result for this method of teaching was taken for over a period of 5 years, with the mean and mode recorded. The result showed a wide grade-gap between the first three best students and other members of the class. The mean was high but students within this range were found scanty (James L. Barker lecture, 2001).One-to-many learning scheme shows that the method could only help the confident students to perform even better at the expense of other colleagues. The other group members does belong to the same class but perhaps, limiting study to what they actually present and not bordering to probe other students’ presentation to perfect understanding from the first exposure in class. Participative/Interactive Class Session Another proposed scheme suggests a modality where members of the class have no formal presentation for others to listen.But rat her, everyone prepares for the task ahead of the class and involve in a general discuss. All opinions are accommodated by the supervision of a tutor in charge. In furtherance to the earlier research for another five years, findings were taken from another set of 50 students with different learning environmental supportive modality. In this scheme, no student is expected to teach the other colleague but rather each student contributes one after the other to the pending discussion on the vocabulary lesson.In this way, the teacher set the ball rolling by introducing the topic and secondly in guiding against shifting of focus to irrelevancies. The reciprocal interactions give a supportive environment that deposit in each student a personal sense of meeting the huge challenge to perform up to expectations among peers (Kinsella, K. , 1995). The result of the later five years shows students having a higher mean gradient. The mode was slightly reduced, an indication pointing that only minor ity members of the class understand on the average with one-to-many learning support.Conclusion When discussing vocabulary skills, some basic essentialities are necessary; a listening, speaking, reading and writing acts. Other recently identified skills include description, narrating and summarizing skills among others. All supportive environments must focus on ensuring these necessities. Having an enabling environment in assisting the students reading culture is most important especially when learning an unfamiliar vocabulary, hence, the derivative of interactive study guide is just a perfect one to make learners actively involved.Findings had also shown that students usually get frustrated over time if encouragement and assistance are not near. Conclusively, teacher could equally assist in instilling the culture of reading; this is the strongest individual tool. References Diller, Karl Conrad (1978). The Language Teaching Controversy. Rowley, Massachusetts: Newbury House. Foss, C. R. , P. , & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32 (1), 89-113.Holden, Susan; Mickey Rodgers (1998). English language teaching. Mexico City: DELTI. James L. Barker lecture on November 8th 2001 at Brigham Young University. Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classroom. In M. J. Reid (Ed. ), Learning styles in the ESL/EFL classroom (pp. 70-86). Boston, MA: Heinle & Heinle Publishers. Koda, K. (1997). Orthographic knowledge in L2 lexical processing: A cross-linguistic perspective. In J. Coady & T. Huckins (Eds. ), Second language vocabulary acquisition (pp. 35-52). New York: Cambridge Universit

NLP

Neuro-Linguistic Programming (NLP) is a way of organizing and understanding the structure of subjective experience and is concerned with the ways in which people process information but not necessarily with the specific content of that information. Information is processed primarily in three modes: visual, auditory, and kinesthetic. The sensory modalities used in a given task and their sequence are critical to the performance of that task. Persons who are extremely skilled at a task will have radically different processing sequences than those who perform poorly on that same task. Understanding the structure by which the skilled person processes information, through the observation of eye scanning patterns and linguistic patterns, allows programs (similar to computer programs) to be codified, which can be taught to other persons (Andreas, 1996). Developed in 1975 by Richard Bandler, a mathematician, and John Grinder, a linguist, NLP has been clinically demonstrated as a powerful technology for engendering change. From their studies Bandler and Grinder developed skills of modeling that allow one person to identify in a specific fashion the structural elements of another's behavior and to teach that structure to yet a third person (Andreas, 1996). Gregory Bateson postulated four logical levels of learning. The first level is the level of content, and this is the level at which most people spend their lives. Here one learns how to tie one's shoes, cook a meal, drive a car, and so on. Some people become acquainted with second-level learning: the learning of context, or learning how to learn. People who operate at the second logical level of learning may rapidly learn any new content-specific area, because they are capable of moving through the learning process in an efficient, effective manner. In rare cases, persons may rise to the third logical level of learning, the learning of how to learn context. In this case one is operating at a level of contextual pattern recognition; one is able to easily identify and operate on the structure of any experience. It is at this level that Bandler and Grinder operate when they are modeling (or teaching modeling to) some one. Bateson reserved his fourth class of learning for those accomplished persons like yogis and Zen masters. One NLP technique is anchoring which is used to describe a process by which memory and its responses become associated with some stimulus. This happens when the anchor leads by reflex to the anchored response occurring. The stimulus can be neutral or out of conscious awareness. The response may be either negative or positive. Anchors are similar to classical conditioning (Ready, 2004). The process of disrupting a pattern of thought from one that leads to an unwanted behavior to one that leads to a desired behavior is known as swishing. Another process is reframing in which an element of communication is presented so as to shift an individual’s perception of the meanings associated with words. Reframing is defined as a process where an element of communication is presented to shift the individual’s perception of meanings or frames. A six-step reframe distinguishes between an underlying intention and consequent behavior to achieve intentions by different and successful behavior. Ecology is concerned with the relationship between a client and their environments. It also is concerned how a proposed goal or change might relate to their relationships and their environment (Ready, 2004). NLP offers many methods for getting rid of addictions. An effective technique is called the â€Å"swish† pattern. Using this method, a person’s unconscious will automatically use negative, addiction producing mental pictures, to create relaxing mental pictures. Addictions can be cured in NLP because it is a form of ‘near waking state' hypnosis. In NLP we can ‘adjust' our internal sensory representations making them more powerful. NLP also helps us to model good behavior. Anchoring is a powerful method of fighting addictions. In this especially one takes the long, deep breath and to touch the tongue to the roof of the mouth at the same time. This sets up a connection between the sensorised mental icon and the physical act of touching the roof of your mouth with the tongue as well as taking that deep breath (Lankton, 2004). In NLP it is recognized that human beings all code time in different ways. Each person has his own mental timelines. The past is represented in some right-handers represent at some point way towards their left. It is possible to use NLP techniques to manipulate internal sensory representations. Negative internal sensory representations like addictions. Addictions can also be removed by being moved further back into the past along the timeline. This helps change the present and future mindset of the client in relation to the original internal sensory representation. This results in past traumas being reduced. Addictions can be treated by providing the customer with a response option that is more powerful, accessible and immediate than the drug itself. Another method is the compulsion blow-out which solves cravings. Another method is the guilt resolution process which is used for clean up of motivations and secondary gain (Lankton, 2004). One of the most successful methods is the six step reframe which works by using assistance from the unconscious mind. The process has been criticized for fragmenting the personality (Sterman, 2004). This approach reaches down to access a level of experience that is helpful to redirect conscious and unconscious energies in a central direction. If a positive experience is structured it will compete successfully against a problem state. The competing experiences must have value and indicate towards a better positive future. The brain consists of a maze of circuits. Positive and negative affect are mutually dependant on each other. In order for a positive affect to have maximum effect, it must be developed for dealing with a problem. A crucial program is the process of anchoring. Participants are taught to anchor states that are without content. During the process of creating and anchoring the state all types of contextual information is reduced. In recent years science has given us insight on the problems of addiction and substance abuse. These researches have discovered a close relationship between drug addictions, behavioral addictions, compulsions and more normal patterns of reward and motivation. Drug and behavioral addictions are problems related to craving. The mechanism of craving is mediated by neurons in the midbrain that produce dopamine on to be placed on a trance. NLP is a great technique to fight addictions and behavior. There are many examples of NLP helping out people suffering from substance abuse and addictions. References: Andreas, Steve (1996). NLP: The New Technology of Achievement. US: Harper Paperbacks. Ready, Romilla (2004). Neuro-Linguistic Programming for Dummies. US: For Dummies . Lankton, Stephen R. (2004). Practical Magic:: A Translation of Basic Neuro-Linguistic Programming Into Clinical Psychotherapy . US: Crown House Publishing. Sterman, Chelly M., Ed. (2004). Neuro-Linguistic Programming in Alcoholism Treatment. US: Haworth Press.                                                                           

Gatsby Daisy Portrait

Alexis Romano Mr. Emra Honors American Literature (5) 23 January 2012 Portrait of Daisy Buchanan Wife of Tom Buchanan, cousin (once removed) of Nick Carraway, and love interest of Jay Gatsby are all titles once held by Daisy Buchanan, an intriguing character in F. Scott Fitzgerald’s classic â€Å"The Great Gatsby. † Throughout the novel, Daisy oozes thoughtlessness; she has an unspoken essence of charm, but once she gets the attention she craves she acts on another personality trait of hers, her frivolous disregard for other people’s emotions.While these characteristics are part of what define Daisy, a more fitting description of Daisy’s essence would be her practicality. In the first chapter, Daisy hopes that her daughter will be less commonsensical than she is, in chapter eight the reader finds out that Daisy was under the impression that Gatsby came from a wealthy background, and again in the eighth chapter, the issue of Daisy’s undying astutenes s rears it’s head. Within the first seventeen pages of the novel, Fitzgerald has already addressed Daisy’s need to remain grounded and realistic.After giving birth to her daughter, Pammy, Daisy remarks: â€Å"I’m glad it’s a girl. And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool. † Daisy is hoping that her daughter never develops the everlasting practicality that she was cursed with. At this point in the story, Daisy has already sent her â€Å"Dear John† letter to Gatsby, and begun a relationship, then marriage with the well off Tom Buchanan.Daisy is wishing that she had been less pragmatic and more foolish by taking a chance and staying with Gatsby rather than being safe and marrying Tom. Daisy hates that she cannot allow herself to be happy with Gatsby without the security of Tom’s money. By hoping for a foolish daughter Daisy is hoping for Pammy to make deci sions based on love and whatever makes her happy rather than the seemingly fundamental things that Daisy was concerned with. Even Gatsby knew that Daisy was a very ground minded individual who always ad the future in mind; he loved her regardless. â€Å"He had deliberately given Daisy a sense of security; he let her believe that he was a person from much the same stratum as herself—that he was fully able to take care of her. â€Å" Gatsby understood Daisy enough to know that without a promise of wealth, Daisy wouldn’t allow herself to associate with him, so as to avoid any impractical romance beginning with a man who couldn’t support her style of living later in life.She began her romance with Gatsby under the false pretense that he had the amount of money necessary for Daisy to live comfortably, which was the number one priority on her list. Daisy did not realize that she was living unrealistically, so her obsession with remaining grounded and practical was n ot a problem. Also in chapter eight, Nick (the narrator) tells how â€Å"there was a quality of nervous despair in Daisy’s letters. † While Gatsby was in the war, Daisy was left to examine every possible blemish in their relationship.At any moment while he was abroad Gatsby could have changed his mind about loving Daisy, which brought out Daisy’s most circumspect mindset. This point in the novel shows how despite being in love with Jay Gatsby, Daisy will not allow herself to fully be with a man who cannot take care of her. Another point in chapter eight where her levelheadedness is evident is when Nick brings up what Daisy wanted: â€Å"She wanted her life shaped now, immediately—and the decision must be made by some force—of love, of money, of unquestionable practicality—that was close at hand. It is clear that while Daisy really did believe in love and wished to find it, she was much too practical, allowing money to be just as crucial to the relationship as the chemistry between herself and either Tom or Gatsby. Daisy eventually chooses between real unadulterated love and her perpetual practicality by dating, and later marrying Tom Buchanan. â€Å"Doubtless there was a certain struggle and a certain relief. Although Daisy doesn’t have feelings as strong for Tom as she does for Gatsby she allows the aspect of money to sway her opinions on which man to be with, once again showing how painfully prudent she is. While reading â€Å"The Great Gatsby† it was easy to fall into Fitzgerald’s trap of becoming emotionally invested in the story. I became a close friend of Gatsby (my favorite character), rooting for him in his relationship with Daisy, his friendship with Nick and any and all of his shady business endeavors. Being so biased in Gatsby’s favor makes it hard for me to determine whether or not I liked or disliked Daisy.On one hand, she didn’t have the strength to take a chance and f ollow her heart, by waiting for Gatsby while he fought in the war; but on the other hand she was able to make unromantic, unidealistic decisions to ensure that in the future she would be taken care of and protected, which I can respect. Ultimately, I think that my loyalty to my dear friend, Gatsby, overpowers my respect for Daisy’s businesslike way of decision making, leaving me to decide that there were more moments in the novel when I disliked Daisy than moments when I had respect for her ability to make difficult decisions.

Post-Compulsory Education Essay Example | Topics and Well Written Essays - 3250 words

Post-Compulsory Education - Essay Example It was the emphasis upon further education providing a preparation for jobs which underpinned the new vocationalism of the 1980s. However, in more recent years, the provision of a 'vocational education' has come to be recognised as a more complex matter than that of simply training students in job-specific skills. While it is true to say that General, Liberal and Social Studies appendages to post -war vocational courses were an attempt to provide students with a wider educational base to their studies, it was the BTEC curriculum introduced from the early 1980s which took the first significant steps towards a preparation for work within a broader concept of vocational education. The development of TVEI as an enhancement curriculum, of generic and core skills, and of modular course structures such as GNVQ can be seen as further evidence of some general shift towards a broader, re-focused vocationalism. The reasons behind these shifts are themselves interesting and result from analyses of the changing needs of the economy, the labour market and, in particular, the nature of work. Post -Fordist and other analyses of current and prospective transformations in Western societies have stressed a requirement for some form of 'flexible' knowledge worker within collaborative, hightrust, high-skill, work relations (Brown and Lauder, 1991) and it is with some, albeit hasty and superficial, appreciation of these requirements that curriculum development has been stimulated. I say hasty and superficial because, a high degree of uncertainty still surrounds the extent of, the directions of, and the full implications of the developments anticipated in the post -Fordist analysis. Indeed, evidence of the anticipated flatter, leaner, hierarchies is not in great abundance, at least in Britain. Moreover, the surface features of post -Fordism are largely indistinguishable from those of the 'enterprise c ulture' and, where curriculum developments do not address fundamental differences between the two, their unresolved contradictions are carried forward into course planning. 'Student-centred learning', 'autonomy', 'entitlement', 'empowerment', 'democracy' and 'citizenship', which figure prominently in recent curriculum developments, are examples of concepts in popular use in post-compulsory education whose rhetorical value is their power to legitimise and compel common assent to curriculum innovations but whose more sinister function is to obscure the need for critical examination of those innovations (Avis, 1993:13-14). Nonetheless, many of the reforms to have taken place in post-compulsory education since the early 1990s, despite the problematic nature of their underlying evidence and logic, reflect a clear and visible attempt to shift from a narrowly focused 'preparation for work' towards some notion of preparation 'for life', 'for citizenship', 'for multi-skilled work' and 'for collaborative work relationships'. While the effects of such shifts are most evident in full-time vocational courses, and to some extent in A-level programmes, they have received little or no recognition in NVQ levels 1, 2 and 3. Consequently, the once clear purpose of vocational education has become bifurcated into 'vocational education' based in some broader concepts of vocation and preparation and 'occupational training' whose primary concern is to equip learners with skills for jobs. We can say that

Modern Astronomy Frontier Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Modern Astronomy Frontier - Research Paper Example What exactly makes black holes so captivating is the effects they seem to have on their surroundings, and yet their ability to remain in obscurity, literally. Before embarking on the actual topic of black holes, this paper will discuss the background research completed on black holes, the observations on them, the results of those observations, and the mysteries that still exist about them. First of all, black holes possess an amazing heritage. The first record of the black hole theory begins back in the early 1780s (DeBenedictis 4). However, during the nineteenth century, the idea that light could be affected by gravity was thought to be false, and therefore black holes, which result from gravitational pulls that suck away light, would not be possible. During the early twentieth century, with the discovery of the theory of relativity by Albert Einstein and discoveries by astrophysicist Karl Schwarzschild, belief in the theory of black holes returned (DeBenedictis 4). Further research took place once the technology advanced enough to produce models and test the various theories and equations that were used. Several types of research were employed to test the theory of black holes. One type of research, labeled as classical black hole research, begins with the theory of general relativity (DeBenedictis 14). Classical theory believes that â€Å"black holes can only absorb and not emit particles† (Hawking 199). Therefore, whatever information â€Å"falls into a black hole is forever lost† (Carr 22). Within classical black hole research, several different equations determine the spin, velocity and gravitational field surrounding the black hole and the particles that compose the black hole (DeBenedictis 22). Classical research deals with the geometry of black holes, specifically at the â€Å"event horizon† (Anderson 1). The event horizon constitutes â€Å"the boundary around a black  hole on and within which no matter or

Chapter 13 Essay Example | Topics and Well Written Essays - 750 words

Chapter 13 - Essay Example Bich is torn between the Buddhist and Christianity religions, her grandmother is a Buddhist, and her new mother is a reformed catholic who is now an atheist, all her classmates at school are Christians, she struggles to fit in one of the religions. Her other dilemma is about the foods that they eat, as a kid she likes junk American food, but later in life she seems to mature up and takes the food that she is given at home. In the chapter thirteen of the book, the author narrates about her mature life in the 1980s, she replaces some of her childhood preferences with new ones. For example, the writer has a new liking to music, something that she did not even think about as a kid, It just she just appears to like it as she grows up, she is also attracted to some television shows, this indicates that she is influenced by the pop culture of the Americans. This Indicates that she is somehow adapting to the America life at last after a battle with the culture for a long time. The fact that she is no longer interested in American junk food and opts for Buddha’s dinner offered at home. This is an indication of conservation of native culture in the past a kid the author treasured American junk food, like spaghettis, apple pies, and jiffy muffins. This was because she wanted to feel like other American children and not necessarily, because she wanted it, this showed how much she wanted to fit in the American society. Later in life, she gains a liking for the Vietnamese food that is offered at home she takes this as a reminder of her culture back in Vietnam. This is an indication that she is now matured up, and is not willing to do things just to please others and to fit in the society, she is already comfortable with her life as an American and practicing her own culture does not bother her. The author quotes that she came of age in the 1980s; this indicates that she now accepted the fact that that she was an Asian American and not all-American as she heard with so me of her friends, she still treasured some of the Vietnamese culture, like the food and the religion. The author also narrates that no matter how many people she interacted with who practiced Christianity, she still felt drawn to Buddhism and thought of it as the legitimate religion for her. This chapter mainly emphasizes on the mature life of the author in the 1980s, how she had changed in some of the aspects of life. She now understands some of the things that she could not understand as a kid, like the all-American slogan on the billboard, as a child, the author could not understand the meaning of the phrase, she thought of fit mainly as a threat. That is why she tried so much to impress and fit into the American society, she seems to act out of desperation. As grown up she knows the meaning of the phrase and is not ready to leave aside some of her native culture, she accepts who she is and is not very determined to impress the American natives. She has her own values within whi ch she abides by. At this point, we see how much she treasures her culture; it indicates how culture is an important aspect in one’s life, Bich defends her religion at all costs, and is not swayed, by others even if she is the only one practicing the culture in the neighborhood. Her classmates openly show their disapproval for her culture, they even refer to their

Direct Digital Synthesis Research Paper Example | Topics and Well Written Essays - 1500 words

Direct Digital Synthesis - Research Paper Example Direct digital synthesis is about storing waveform data points in digital format, and then recreating them with the use of digital to analog converters from the stored data. Essentially, the speed with which the synthesizer is able to regenerate the waveform is correlated with the waveform frequency. Digital techniques for mapping waveform data point into digital formats for storage and retrieval and are at the heart of DDS systems. In essence the basic components of a DDS system are the phase accumulator, the waveform map, the digital to analog converter or DAC, and the low pass filter, which sums up the DDS process from the mapping of the waveform signal into digital data, to the recreation of the analog waveform via the use of a DAC and a low pass filter to perfect the waveform. The illustration below details this simplified DDS system [1]: An even more simplified version of the DDS architecture shrinks it into two essential components, the phase generator/accumulator, which is time discrete, and the phase-to-waveform converter, for recreating the appropriate output signal of the DDS [2]: In the image above, the low pass filters and the waveform map that is part of the previous diagram are assumed to be present in the background, as peripheral components [1] [2]. On the other extreme is a more detailed diagram representing the basic functions of a DDS system, that expands on the first diagram above, and includes the waveform map and low pass filter [3]: The idea behind DDS is that waveforms of various kinds are easily implementable and can be easily recreated from digitally stored waveform data, and the freedom that this gives to designers includes that whereas in the past, more and more complex analog components were needed to recreate more and more complex waveforms, in the case of DDS systems all that is needed is stored digital data.