Risk Assessment for Chlorofluorocarbons essays

Risk Assessment for Chlorofluorocarbons essays The use of chlorofluorocarbons has always been a controversial issue. Like many elements and compounds, chlorofluorocarbons (CFCs) have benefits and drawbacks, and for this reason is why their use has been a topic of discussion. CFCs have various positive and negative impacts on the economy, the environment, and on society and health. Through assessing and comparing the benefits and risks of the uses of CFCs, we can come to conclusions to whether to continue or discontinue its use. The usage of CFCs has a huge, positive impact on the economy. CFCs are man made and produced with a simple chemical reaction, therefore it can be manufactured with high purity. Because of this, it is very uncomplicated and economical to make in industrial quantities. (Pool) CFCs have a high versatility and were used in hundreds of uses in manufacturing and consumer products. (Knapp 13) They can be used for so many purposes because they are non-toxic, non-flammable, non-corrosive, and very stable. (Smith and Vincent) The manufacturing of CFCs brings in about $300 million U.S. a year for Mexico. This is significant for Mexico because it is an economically developing country. (Smith and Vincent) Because the Montral Protocol banned the use of CFCs in some nations, developing replacements will be expensive, and all the ones tested so far are not as effective of CFCs. (Dhooge, Glass and Nimitz) The economic benefits of CFCs are respectable, however, there are also drawbacks for the envi ronment. One of the main reasons as to why the usage of CFCs has been so controversial is because of its negative role in the depletion of the ozone layer. Because CFCs are so stable, they do not readily react with other chemicals in the lower atmosphere. (Chlorofluorocarbons or CFCs) CFCs migrate up to the stratosphere and are broken down by ultra violet radiation. This then releases chlorine atoms and they attack countless ozone molecules. (Knapp 12) ...

Familiares que puede pedir un ciudadano americano

Familiares que puede pedir un ciudadano americano Los ciudadanos de los Estados Unidos  pueden solicitar los papeles para la tarjeta de residencia permanente  Ã¢â‚¬â€œgreen card– para algunos de sus  familiares.  Los requisitos de edad, tiempos de demora, posibilidades de ajuste de estatus y de incluir a otros familiares en una à ºnica peticià ³n dependen del grado de la relacià ³n entre el estadounidense que pide los papeles y el extranjero que resulta beneficiado. Sin embargo, cabe destacar que en algunas ocasiones ser ciudadano no da derecho a pedir a un familiar. Esto es asà ­ en los casos en los que han sido previamente condenados por delitos contra menores de contenido sexual (Ley Adam Walsh). Adems, las condenas por secuestro o retencià ³n ilegal tambià ©n imposibilitan solicitar los papeles para un familiar. Familiares inmediatos de ciudadano estadounidense A la hora de pedir los papeles, la ley migratoria establece una diferencia fundamental entre familiares inmediatos de un ciudadano y los que no tienen esa categorà ­a. Su significado es muy distinto de lo que se entiende en lenguaje normal.   Solo y exclusivamente los siguientes son familiares inmediatos de un ciudadano: cà ³nyugeshijos solteros menores de 21 aà ±ospadres y madres Para la ley migratoria de EE.UU. son cà ³nyuges los matrimonios de varà ³n y mujer y tambià ©n los conformados por dos hombres o por dos mujeres. El matrimonio puede haberse celebrado en EE.UU. o en otro paà ­s, lo à ºnico que importa es que sea vlido segà ºn la ley del lugar de celebracià ³n. Asimismo, los cà ³nyuges solo pueden estar casados con una sola persona. Si tuvieron un matrimonio anterior, debe haber finalizado por fallecimiento de uno de los cà ³nyuges, anulacià ³n de matrimonio o divorcio. Si durante el proceso de peticià ³n el cà ³nyuge estadounidense falleciese, el viudo podrà ­a seguir siendo considerado como familiar inmediato y continuar con la tramitacià ³n, siempre que se cumplan ciertos requisito. Tambià ©n son familiares inmediatos de ciudadano los hijos/as biolà ³gicos o adoptados solteros que son menores de 21 aà ±os de edad. En los formularios de Inmigracià ³n se refieren a ellos como child. En algunos casos, los hijos biolà ³gicos podrà ­an ser ciudadanos por propio derecho a pesar de haber nacido en otro paà ­s por lo que se conoce como derecho de sangre. Con respecto a los hijos adoptados, podrà ­an haber adquirido la ciudadanà ­a estadounidense en el momento de la adopcià ³n, dependiendo de las circunstancias del caso. Tambià ©n podrà ­an ser considerados como familiares inmediato de un ciudadano los hijastros. Para este caso adems de ser solteros y menores de 21 aà ±os se exige que el matrimonio entre el ciudadano y el extranjero, que es padre o madre del menor, se hubiera celebrado antes de que dicho menor cumpliese los 18 aà ±os de edad. Si ya hubiera cumplido los 18 en el momento, el ciudadano no lo podr pedir ni como familiar inmediato ni en ninguna otra categorà ­a. La solucià ³n en estos casos es que el cà ³nyuge extranjero adquiera la green card y pida a ese hijo/a soltero. Otra opcià ³n, pero solo vlida si todavà ­a no se ha celebrado el matrimonio, es la visa K de prometido, ya que la derivada K-2 permitirà ­a pedir los papeles para el hijo soltero menor de 21 aà ±os del novio/a extranjero, a pesar de que la boda se celebra despuà ©s de que à ©ste hubiera cumplido los 18 aà ±os de edad. Por à ºltimo, son tambià ©n familiares inmediatos de un ciudadano su padre y su madre y en ciertas circunstancias, padres adoptivos, padrastros y madrastras. Pero para estas peticiones es requisito indispensable que el ciudadano cumpla los 21 aà ±os de edad antes de estar capacitado para hacerlas. Sin embargo, en el caso de un ciudadano estadounidense adulto que fue adoptado en otro paà ­s antes de cumplir los 16 aà ±os de edad y fruto de esa adopcià ³n obtuvo un beneficio migratorio -green card o ciudadanà ­a de EE.UU.-, no puede pedir los papeles para sus padres biolà ³gicos. Adems, un ciudadano solamente puede pedir al cà ³nyuge de su padre o al de su madre solamente si la boda entre ellos se celebrà ³ antes de que el ciudadano hubiera cumplido los 18 aà ±os de edad. Por ejemplo, si el ciudadano estadounidense Juan Garcà ­a tiene 19 aà ±os cuando su pap, Orlando Garcà ­a, se casa con Gloria Fernndez, cuando Juan cumpla los 21 aà ±os de edad podr pedir a su padre, pero no a Gloria. Pros y cons de peticiones de ciudadano a familiares inmediatos En primer lugar, una gran ventaja de las peticiones de ciudadano a familiar inmediato es el tiempo de espera por la tarjeta de residencia que es, simplemente, el que lleve la tramitacià ³n. A diferencia de lo que ocurre en el resto de peticiones por familia, en el caso de las de familiar inmediato no hay là ­mite en el nà ºmero de residencias que se pueden aprobar anualmente por esta causa. En la actualidad la demora puede llevar, aproximadamente, entre 12 y 24 meses. Otra gran ventaja de las peticiones de ciudadano a familiares inmediatos es que pueden ajustar su estatus –es decir, obtener la green card sin salir de EE.UU.- incluso si estn en el paà ­s como indocumentados, siempre y cuando hubieran entrado legalmente a EE.UU. En otras palabras, los que ingresaron cruzando ilegalmente la frontera no pueden ajustar su estatus y tendrà ­an que salir a una entrevista consular, con lo que surgirà ­a el problema del castigo del los tres o de los 10 aà ±os. Por esta razà ³n, se debe consultar con un abogado en el caso de peticiones de ciudadano a cà ³nyuges, padres e hijos mayores de edad de un ciudadano que ingresaron ilegalmente a EE.UU. Finalmente, otra ventaja es la congelacià ³n de la edad para el caso de hijos solteros que cumplen los 21 aà ±os de edad durante la tramitacià ³n de la peticià ³n. Por otro lado, el gran inconveniente de las peticiones de familiar inmediato es que en cada una solo se puede incluir a un familiar y no se admiten beneficiados derivados. Por ejemplo, si el ciudadano Juan Garcà ­a, de 21 aà ±os de edad, quiere pedir a sus padres y a su hermano debe presentar una peticià ³n para el pap y pagar por ella, otra para la mam, y de nuevo realizar un pago completo. Y al hermano debe pedirlo en otra tercera peticià ³n y, adems, no tendr consideracià ³n de familiar inmediato. Es decir, el hermano no puede incluirse ni en la del padre ni en la de la madre. Lo mismo sucede en el caso de que el ciudadano Juan Garcà ­a se casa con Sofà ­a Pà ©rez y Sofà ­a tiene 3 hijos de 12, 11 y 9 aà ±os. Juan puede pedir a su cà ³nyuge y a los tres nià ±os como hijastros, sin necesidad de adoptarlos. Pero debe presentar un total de cuatro peticiones distintas y pagar por cada una de ellas la tarifa correspondiente. Quià ©nes son familiares no inmediatos de ciudadanos Los ciudadanos estadounidenses pueden pedir la tarjeta de residencia permanente tambià ©n para los siguientes familiares: hijos  solteros mayores de 21 aà ±os: categorà ­a F1.hijos casados de cualquier edad: categorà ­a F3hermanos de cualquier edad, solteros y casados: categorà ­a F4. Para que un ciudadano pueda pedir a un hermano, debe haber cumplido ya los 21 aà ±os de edad. Adems, el ciudadano puede pedir no solo a sus hermanos biolà ³gicos, incluidos los medio hermanos, sino tambià ©n a los hermanastros, siempre y cuando el và ­nculo familiar se hubiera establecido antes de cumplir ambos los 18 aà ±os de edad. Asimismo, puede pedir a sus hermanos por adopcià ³n, pero en este caso la adopcià ³n debe haberse producido antes de que ambos cumpliesen los 16 aà ±os de edad. Por otra parte los ciudadanos pueden pedir a los hijos biolà ³gicos, a los adoptados y a los hijastros. En este à ºltimo caso, la relacià ³n familiar tiene que haber nacido antes de que el hijastro cumpliese los 18 aà ±os de edad. Caracterà ­sticas de las peticiones de familiares no inmediatos Es fundamental entender y tener presentes las siguientes circunstancias: En primer lugar, hay un là ­mite anual en el nà ºmero de tarjetas de residencia que se pueden aprobar en cada categorà ­a. Y como el nà ºmero de peticiones es mucho ms grande que el de tarjetas que se pueden dar se produce un gran retraso de aà ±os y, segà ºn las categorà ­as, de dà ©cadas. Adems, es mayor para el caso de nacidos en Mà ©xico que para el resto de Latinoamà ©rica o Espaà ±a. Puede consultarse el boletà ­n de visas que actualiza cada mes el Departamento de Estado. La gran ventaja de las peticiones de ciudadano a familiar no inmediato es que se pueden incluir a varias personas en una misma peticià ³n. Por ejemplo, se pide a un hermano y se aà ±ade a su esposa y a sus hijos solteros menores de 21 aà ±os. Adems, se admite el follow-to-join benefits, para incluir a nuevos familiares de la persona pedida que puedan incorporarse a su familia despuà ©s de presentar la peticià ³n. Por ejemplo, un ciudadano americano pide a una hermana que est soltera. Pasan los aà ±os y cuando llega el momento de la entrevista en el consulado para la green card la hermana est casada y tiene hijos. En ese momento puede pedir que se le extiendan los beneficios al marido y a los nià ±os. No tendr que aplicar con un nuevo formulario I-130 ni pagar por una nueva tarifa de solicitud de dicho formulario, ni habr que esperar a que haya una visa de inmigrante disponible.   Por otro lado, en el caso de familiares no inmediatos no se admite lo que se conoce como congelacià ³n de edad y si una de las personas incluidas como derivadas cumple los 21 aà ±os antes de la entrevista en el consulado no recibir la green card. Por ejemplo, la ciudadana Carolina Vargas pide a su hermano Rogelio Vargas que est casado y tiene un hijo de 16 y una hija de 10. Cuando llega el momento de la entrevista en el consulado, el hijo tiene 22 aà ±os y la nià ±a 16. Ella podr emigrar con sus paps pero el hijo, no. 3 causas por las que no se aprueba la peticià ³n de familiar Ser el familiar de un ciudadano no garantiza la obtencià ³n de la tarjeta de residencia. Es necesario que se cumplan con otros requisitos, como que el solicitante tiene  recursos econà ³micos suficientes para patrocinar. Adems, es necesario que no hay nada en el pasado del familiar para el que se piden los papeles que lo convierta en inadmisible. Esto es, que  no pueda recibir la tarjeta de residencia y estas son 42 causas para ello.  En algunos casos, ser posible solicitar un perdà ³n, tambià ©n conocido como waiver o permiso. En otros la solucià ³n ser dejar pasar el tiempo de castigo, como por ejemplo en los casos de presencia ilegal previa en EE.UU. salvo que se pueda alegar y probar dureza extrema. Finamente, en otros casos ser prcticamente imposible regresar a EE.UU., como cuando ha habido una deportacià ³n por crimen violento o en caso de haber sido agarrado despuà ©s de una deportacià ³n y hay una prohibicià ³n permanente. Sin duda ayuda para familiarizarse con todo el proceso para pedir a un familiar tomar este quiz - conocido en algunos paà ­ses como trivial o test - para verificar que tienes los conocimientos bsicos sobre cà ³mo obtener y conservar la tarjeta de residencia. Puntos Claves: peticià ³n de ciudadano a familiar Familiares inmediatos: padres, madres, hijos solteros menores de 21 aà ±os y cà ³nyuges. Demora entre 12 y 24 meses, aproximadamente.Familiares no inmediatos: hijos solteros mayores de 21 aà ±os, hijos casados de cualquier edad, hermanos. Demoras de aà ±os y, en algunos casos, dà ©cadas. En estas peticiones se puede incluir en la solicitud del familiar pedido a su cà ³nyuge e hijos solteros menores de 21 aà ±os de edad.Causas por las que no se aprueba la green card:No se prueba relacià ³n familiar entre ciudadano y la otra personaEl ciudadano no tiene ingresos y patrimonio suficiente para patrocinarEl familiar pedido es considerado inadmisible. En algunos casos es posible pedir un perdà ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

Fresh Foods versus Canned Foods Essay Example | Topics and Well Written Essays - 500 words

Fresh Foods versus Canned Foods - Essay Example People are also responsible for what they eat and know the impacts of food types towards their bodies. This essay is objected to compare and contrast the differences between canned foods and canned foods in order to demonstrate the point-by-point format of compare and contrast essays. Fresh foods are the foods that are ready for human consumption in their natural conditions, while canned foods undergo various processes to be prepared for consumption by humans. The main differences of fresh and canned foods are their nutritional and dietary benefits, flavors, costs, and quality. The major difference between the two foods is flavors. Fresh foods have great taste and flavor as compared to canned foods, since they keep their natural conditions when eaten. This is because canned foods are added with other chemicals to their natural conditions, or some nutrients reduced, making them to lose flavor. However, it is logical that fresh foods retain the great taste and flavor due to the time it is prepared for it to be consumed. Fresh foods such as fruits retain their natural taste and flavor, as compared to canned foods where they either lose or increase flavor and taste as can be noticed during consumption. When comparing the fresh and canned foods, there exists another difference of cost. Fresh foods are much cheaper than canned ones. This is because canned foods incur extra costs for processing and packaging them into branded tins and papers.

Wireless communication Essay Example | Topics and Well Written Essays - 3000 words

Wireless communication - Essay Example Unlike other previous forms of communication, wireless communication networks have increasingly gained popularity especially with the recent mode like 3G and 4G which have continuously improved data transfer and communication efficiency. Recent advances in technology have led to efficient satisfaction of the needs of consumers while ensuring that life is easier. The second generation GSM and its evolutional stages of GPRS and EDGE and third generation UMTS are discussed in detail to pave way in understanding the 4G technology. Wireless communication: 1G-4G cellular communication systems 1.0. Introduction Cellular mobile telephone systems development and deployment was triggered by the operational limitations of standard mobile telephone systems (Brand and Aghavami, 1). These limitations include limited capacity for service, inefficient utilization of spectrum and poor service performance. The communication of mobile phone occurs through a temporary distinct radio channel in order to communicate to the cell site. The cell site is contains several channels and each mobile talks to it through only one of the channels. The channels are characterized by a pair of frequencies which are used during the communication. The forward link transmits from the cell site to the users while the reverse link receives calls from users. The radio signal transmitted in early mobiles dissipated with distance and mobiles had to stay close to the base station in order to secure effective communications. According to Brand and Aghvami (1), moving mobile users were not sufficiently offered with an effective means of communication. Mobile radio service has its operations in a closed network with no access to the telephone system unlike the mobile telephone service that allowed interconnection to the telephone network. Traditionally, the mobile service structure included a single powerful transmitter that was located at a high spot to broadcast signals within a radius of up to about 50 km and the mobile telephones were attached to the transmitter (Brand and Aghvami, 2). Conversely, the introduction of cellular telephone system architecture involves placing numerous low-power transmitters within the entire coverage area and each covers a small area called the cell and using varying channels or conversions. The cellular telephone system allows a user to travel while making a phone call with no interruptions since they can use more than one base station. The application of the cellular concept in mobile telephone systems overcame interference problems and improved the efficiency of communication since the cells size was equivalent to the density and demand of subscribers in a particular area and was flexible to accommodate growing population’s demand and user density. Interference is overcame since a cluster can be reused in other cells while conversations can be handed off from one cell to the other and phone services maintained constantly as one moves between cells through handoff (Brand and Aghvami, 2). Cellular phone systems is characterized by four generations which are first generation or 1G, second generation or 2G, third generation or 3G and fourth generation or 4G. This paper explores cellular mobile system generations in terms of their capabilities, date of introduction, and comparison of inherent features. 2.0. First generation or 1G cellular phone systems The 1G cellular phone systems are characterized by the use of analog frequency modulation to facilitate the transmission of speech, frequency shift keying or FSK for signaling while FDMA or frequency Division Multiple Access for the sharing of assigned spectrum (Patil, Karhe and Aher, 614). The most

Gender inequality Essay Example for Free

Gender inequality Essay This is a theoretical approach which views social institutions as collective tools made to fulfill individual as well as social needs of the larger community. It pays attention to the structure, workings, responsibilities and performance of the society as a whole. Society is therefore seen to consist of subsections of inter-dependent and interrelated people who work together to attain satisfaction and the survival of the whole society. This then calls for the society to be trained in behaviors and roles that benefit the society, with a deep believe that behavior is structural. The first phase in the social sensitization is then adherence to values that outline the general guidelines of the societal roles and norms. Functionalists salute the fact that rules and regulations in the society help to organize and coordinate genuine relationships between different members of the society. The institutions tasked with the above roles include the economy, family, political and educational systems, which all forms the social structure. Within these institutions, there exist interrelated and interconnected norms and roles and thus it is believed to ensure societal conformity. For example, in the family, the interrelated roles are of sons, daughters, husband, mother and wife. (Amartya, 2001, pp. 19) The theory is viewed from different angles and operates on some key concepts. It first views society as a system. A system is a pool of interconnected parts making a move towards same equilibrium. Secondly, for a society to survive, it must satisfy some functional requirements that include reproduction among others. Thirdly, different phenomenon exists because they have to serve a function. Aspects like family, religion, order, media and education have their roles to play for betterment of society. In the social life, production and distribution of goods and services must take place, administrative justice has to occur, political structure must in place and family structure must exist as a means to reproduce and maintain social life. The way these roles are carried out obeys norms and structures of the society. An example of functionalism is gender inequality. Functionalists generally believe that certain degree of inequality is important and functional for the society; the society cannot operate smoothly without a certain inequality degree. In society, functionalists argue that inequalities must exist in the rewards in form of power, prestige, status and income. These disparities will induce each and every individual to perform distinct duties. Social inequalities represent natural inequalities which occur in the division of labour process. Different classes of work produce extra value to the concerned process and therefore require an extra package of reward. In our institutional settings, different subsections have been introduced to solve some functional and special roles. These put pressure on selected areas and groups hence the idea of inequality. Such micro institutions include operative (production), regulatory, legislatory and distributory prerequisites (Ridgeway, 1992, pp. 55). The reality is that each society and individual need to be engaged in solving problems related to control and coordination, production of goods and services and finally best find best and optimal ways of distributing resources. With increasing population worldwide, problems of feeding the individuals have developed thus creating new and more challenging forms and organizations which can coordinate and control various and distinct social units and also develop systems of resource distributions. The only solution to this is introduction of labour specialization and redefinition of assigned duties for fulfillment of specified duties. Ultimately, this results to big man aspect followed by a hierarchical chain with different mandates, duties and privileges. In the societal functioning, the idea of roles is developed into collectivities complementing each other in the functions fulfillment in the society. Most of the roles are bestowed on the social institutions and social structures. The structures perform their roles to assist the society to function. A perfect and equilibrium society is the one where the role and responsibilities are not conflicting, everyone knows and meets his or her role effectively and no discrimination or stratification. A perfect socialization is attained when all societal norms and values are observed and maintained by everybody in the societal settings. However, our today’s institutions no longer value a leveraged socialization environment. This is because individuals in the changing situations are adapting to their responsibilities through a role bargaining process. (Dollar and Gatti,1999, pp. 45) The new and emerging responsibilities are never institutional and conformitive, but are rather geared at building different personalities to perform different roles in the same setting. Because the traditional adaptation process can not respond to sharp shocks and immediate radical changes, structural dissolution and dysfunction has occurred, leading to new system or death of the society. After the society dies, the oneness and status equity spirit dies away and people draw demarcation lines between themselves on the basis of social classes and economic status, hence inequality invades the social system. (Dollar and Gatti, 1999, pp. 89) Functionalist analysis perspective recognizes the society to be composed of various components, the institutions which are functional. Within them there must be institutional roles to be played such that social coherency and mutuality is an objective within many of them. The social structure is therefore bound to attain wide range of goal, a sense which can’t allow them to concentrate primarily on societal affairs. This classifies the institutions with respect to time into either functional or dysfunctional. In this case only only power and coercion can be used to attain functionalism. This drive makes such institutions to develop other alternatives to fulfill the societal functions. Such alternatives are mostly made to help attainment of the institutional goals regardless of whether functionalism is attained or not. When functionalism dies, the institutions are never society friendly and therefore the tendency of status quo is approved and then inequalities rise up. Functionalists maintain their stand on the societal solidarity, without underrating the stratification issue, which is prevalence of hierarchical arrangement of different social classes. Functional prerequisites also include basic needs such as food, shelter, money and clothing. It is believed that social stratification is necessary in stabilization process of the society. This strategy comes along with inaccessibility of resources and the lack of social mobility due to the decay of functionalism. Stratification means that people at the working class have lower chances to advance socioeconomically, at the same time the wealthy continue exploiting proletariat generation, one after the other (Amartya, 2001, pp. 106). Functionalists have also found out that social classes are based on the power over the production process. In this case where function of common goodness is dead, the ruling class is the bourgeoisie and the working class is known as proletariats. These groups hijack and take control of not only production process but also its intermediary means of production. They then strengthen their relationships based on exploiting the rest of the mass in the society. At this stage the society undergoes disintegration and all former social patterns are dropped to give room to the emerging trend of living. This social stratification does not only manifest economic inequality but also power and status differentials. (Lorber, 2001, pp. 67) Functionalist theory says that there exist four classes in stratification that betray societal togetherness and common equilibrium. These classes are propertied upper class, the propertied-less or white collar workers, petty bourgeoisie and working class. Functionalism is a field of thought that puts attention to values and norms of the society. As a matter of diversity, it is the time to think in other terms that would release the society from the inapplicable chores that have been bypassed by time. The theory creates gender roles throughout ones life, permeating from childhood to adulthood. According to the thought, this helps in structuring parenting and marriage patterns. In the mean time, the theory has been outdated because everyone has the sponbsilbility of responding to economic challenges of the family as well as family chores. Studies have tried to compare the way functionalistic theory assigns different duties with respect to gender, and the real life situation given the dynamicity with time. Revelation has been made that women are currently taxed with both work, majority of home chores and child care. On the other hand men are no longer the sole breadwinners of the family (Lorber, 2001, pp. 76). Despite economic contribution, it has been noticed that women have maintained the care giving responsibility in their familial context. As a result, functionalists view family as one of the components of social structure which its goals should be compatible and aimed at and common goal for mutual benefit. If the family is characterized by the above injustices in the allocation of family chores, then the theory flops in performing its duties as a societal conformer. By critically looking at functionalism, it existed and considered lightly the suppression of women in the family, which was considered the most vital institution. Even if the functionalists failed to articulate the conflicts and tensions in the family, they really existed if they were not about to. If that is not the case then functionalist oversimplified their analysis of women concerning work and family and only concentrated on the positive impacts of the family to the society at the cost of women. The mystery in this theory is contributed by lack of the realization that a change can occur in the society that can lead to rebellion or innovation. Some changes build up rebellious atmosphere and thus the society undergoes dissolution. There was also the necessity to consider the effect of both manifest and latent functions in relation to functionalism. Manifest functions are conscious intentions of the actors, whereas latent functions are objective results of their actions and that are unintended. To validate this theory from a personal point of view, a more comprehensive study into the gender inequality in both economic and the social arrangements in our contemporary world is necessary. In day to day life, women collaborate with men in ambiqous and complex ways, with different deprivations and rewards. I think that gender equity sensitive indicators should be developed to enable the functionalism, theory to gain meaningful momentum and focus on common good, an environment without deprivation and stratum. (Ridgeway, 1992, pp. 34) It would be relevant to explore why women’s contributions and efforts do not receive commensurate returns. To excel in this analysis, these indicators should be developed and used, they should be formulated and utilized and identify unrecognized women efforts that go uncompensated. When inequalities hit a society, disparities are witnessed in such as men and women, social classes, racial groups and regional population. In terms of education all possible efforts should be made ensure equality in providing equal opportunity and realization of equal results to each student depending on personal aptitudes, interests and abilities regardless of gender. Discrimination on gender basis is usually demonstrated by factors such as examination result, response of teachers, enrolment levels, interaction of teachers with various topics, students and topics in the school environment. (Amartya, 2001, pp. 31) Functionalists did not consider these kinds of disparities that were covered within the society. School is one of the social institutions that these thinkers believed contributed to social harmony. They could as well consider harmonization issues within the school that are inhuman. If every aspect of humanity was to be put into consideration, then it could not apply to the larger society at the same time ignoring the oneness in the institutions themselves. If school was seen a good centre for transmitting and instilling those values, it should serve as the best example in exercising and applying them in every day life situation. The functionalists should rise to the reality and accept that women are not objects in any setup; they can and do deliver vital and basic responsibilities that should be recognized, appreciated and rewarded. In the working environment the sense of humanity and gender equity must also prevail to pave way for justice. In some institutions, there is no subjection and objection to state or federal laws that guard gender biasness. Instead, discrimination has featured in areas of training, firing, placing, selecting and evaluating employees. When it comes to training, some training programes are made specifically for men, especially in the top management section. The reality is that women can even deliver more than or equally as men in these areas and therefore equal opportunities should be availed to all, keeping in mind work force is made to utilize the capabilities of all employees for betterment of the institution or organization. (Lorber, 2001, pp. 134) From a personal view point, the labour market should not reflect lingering, pervasive and systemic inequality of sexes in society. I therefore advocate for policy for policy reforms at provincial and federal government to encourage change. Affirmative action through quota policies should be introduced to regard childcare as of paramount importance. Government policies should also address the demands of childbearing. In the working environment, it is believed that; women work in part-time or in fields that are not self-directed which pay less, few women work for foreign firms which pay better and the believe that women work for wages tied to performance and therefore earn less. The policy reforms I recommend should address all these injustices. To conclude, functionalism theory can best deliver if it applies the strategies right from the micro institutions themselves then stretch to the entire society. This is because if the social institutions are weak or insufficiently apply these values, the entire society is bound to fail. Reference Dollar, D. and Gatti, R. (1999): Gender Inequality, Income and Growth: Are good times good for women? London, Routledge Amartya (2001): The Many faces of gender Inequality. Journal of gender and gender inequality, Vol. 43 Lorber, J. (2001) Gender Inequality: Feminist Theories and Politics. New York, Roxbury Publishers Ridgeway, C. (1992) Gender, Interaction, and Inequality. London, Springer

John Steinbecks The Pearl, The Grapes of Wrath, and Flight Essay

John Steinbeck's The Pearl, The Grapes of Wrath, and â€Å"Flight† John Steinbeck, a 20th century novelist, was the recipient of numerous awards including the Nobel Prize. Steinbeck, a conservative that valued the old America, could produce pages of beauty followed by pages of sheer trash writing using specific characteristics, which his work is characterized by. John Steinbeck’s work is characterized by symbolism and allegory, which can be seen in his novels The Pearl, The Grapes of Wrath, and his short story â€Å"Flight.† In his short story, "Flight," John Steinbeck uses many examples of symbolism, which is one way you can characterize John Steinbecks’ work. Symbolism can be a person, place, or thing used to portray something beyond itself. The most repeatedly used symbol in â€Å"Flight† is the color black. In literature many authors use the color black to represent death. In his short story, â€Å"Flight,† Steinbeck has numerous examples of color symbolism. A few examples are the black handle on the long blade, Pepe’s black hair, and the black jerky. Another example may be found when Pepà © puts on his fathers black coat, which represents death. When Pepà © puts on the coat he is literally covering himself with death. Another fine example is the trail in which Pepà © travels. Steinbeck describes the path as a well-worn black path. By traveling on this path he is in fact taking the road of death. Furthermore Pepà ©'s appearance also helps foreshadow the ending. Steinbe ck describes him as having a black hat that covers his black thatched hair. Pepà © is also described as being dark, lean and tall. Another example is Pepà ©'s shack. The shack is described as weathered and very old. It casts a rather large shadow to the Northeast. The darkness of the shadow symbolizes death in the home. As we can readily see, the authors use of black symbolism in the story tells us that the main character, Pepà ©, is impending death (pg. 225). Another form of symbolism that Steinbeck utilizes, which is also in â€Å"Flight,† is nature symbolism. Throughout the story he uses nature to symbolize a variety of things. An example of nature symbolism is water, which is used to represent life. Some examples in the short story â€Å"Flight† are Pepes’ water bag that he hung over his horses’ shoulder, which began to leak, symbolizing Pepes’ life leaking away. Another example is when Pepe was traveling he start... ...n stole for him, is also clearly an example of Christian symbolism. It resembles what we receive in memory of him (pg. 89). Allegory, which is more prevalent in the twentieth century, is another way in which Steinbecks’ work can be characterized. Allegory is a work of literature in which people, objects, and events stand for or transcend abstract qualities. With varying degrees of deftness, all of Steinbecks’ major novels juxtapose their biblical sources in an attempt to transcend them. The Pearl and The Grapes of Wrath, which are two of Steinbecks’ major novels, are both allegories. The Pearl is an allegory on the evil of worldly treasures. The language in The Grapes of Wrath that the characters use is associated with Piedmont culture which is one thing that makes this novel an allegory (pg. 18-19). As you can see John Steinbeck is a great writer. He is great in his use of symbolism and allegory, which gives you a way to characterize his work. If you believe his work should be characterized in any other way you need to check out his novels The Pearl, The Grapes of Wrath, or his short â€Å"Flight†. So next time you pick up a book, pick up one of these for a great excitement.

Gta San Andreas

| | | UGO| | | –  Home Page| | –  Forums| | –  Contact Psy| –  Submit News| –  News Archive| | –  Affiliates| –  Buy Stuff| –  Donate| –  Downloads Database| –  Desktops| | | –  Characters| –  PS2 Button Cheats| –  XBox Button Cheats| –  Glitches| –  Frequently Asked Q's| | | 100% Completion| –  Story Missions| –  Asset Missions| –  Stadium Missions| –  Sub-Missions| –  Hidden Challenges| –  Street Races| –  Gun Range| –  Gym Fighting| –  Import / Export| –  Driving School| –  Flying School| –  Bike School| –  Boat School| –  Safe Houses| –  100% Checklist| Maps| –  Tags Map| –  Snapshots Map| –  Horseshoes Map| –  Oysters Map|   Import / Export Map| –  Hidden Challenges| Other Guides| –  Introduction Script| –  Tattoos Guide| | | –  Official GTA:SA Site| | –  PS2 Screenshots| | –  PC Screenshots| –  XBox Screenshots| –  Videos| –  Radio| –  Artwork| –  Locations| | –  Gangs| –  New Features| –  Teaser Sites| | | | | Import / ExportGrand Theft Auto III introduced Import Export Garages, Vice City used this in the Sunshine Auto's Asset and San Andreas has turned this into one of the main sources of finding the vehicle you want in the game. In GTA San Andreas you have to deliver 30 vehicles to the Import Export crane at Easter Basin Docks.You will need to use the crane to pick up the vehicles and drop them onto the ship in the red marker. You'll earn huge amounts of cash for the vehicles if they are in good condition however some of these vehicles are very hard to find. Until now. This guide will explain the vehicles you need, where they are parked and screenshots will show what they look like and their locations. The I/E Crane will be unlocked after you finish Cesar's Missions for the Garage and you'll need to complete all three lists before you're rewarded fully with percent.After you deliver each car, a new vehicle will be available for importing. You can only import vehicles on the day they are listed under on the chalk board at the end of the dock and they of course cost quite a bit. Read on for the vehicle locations. Please Note: Most of these vehicles only spawn in these locations while they are required on the current list at Easter Basin Docks. If you're not on the right list, chances are the vehicle won't spawn there. If a vehicle is not there when you first check, run around the block and check again. You may need to do this a few times before the game spawns the vehicle.Click on the thumbnails for a larger image of the vehicle. Click on the underlined green location text for a screenshot of the location. You can also click on the thumbnail just below and view all locations of the vehicles on the game map. Clicking on the vehicle text will pop up with a screenshot of the location. | List 1 | ? PatriotParked Locations * Easter Basin, San Fierro  Ã¢â‚¬â€œ Inside the Naval Base. (Instant 5 Star Wanted Level) * Easter Bay Chemicals, San Fierro  Ã¢â‚¬â€œ Inside the parking lot. * Restricted Area, Desert  Ã¢â‚¬â€œ To the East side near the planes and helicopters. Instant 5 Star Wanted Level)Cash For Mint Condition * $40,000| | | ? SanchezParked Locations * Mount Chiliad, Countryside  Ã¢â‚¬â€œ Parked next to a hut at the end of the Chiliad Challenge Race. * Angel Pine, Countryside  Ã¢â‚¬â€œ Parked right next to the hut which has a save icon next to it. * Hunter Quarry, Desert  Ã¢â‚¬â€œ At the bottom of the Quarry next to a piece of machinery. Cash For Mint Condition * $10,000| ? StretchParked Locations * Hashbury, San Fierro  Ã¢â‚¬â€œ Directly behind Wang Cars and next to the Pay N' SprayCash For Mint Condition * $40,000| | | ?FeltzerParked Locations * Flint Country, Countryside  Ã¢â‚¬â€œ The Feltzer will randomly spawn in the car park marked by the large grey square on the radar on the bottom right coastline of Flint Country. Cash For Mint Condition * $35,000| ? RemingtonParked Locations * Unity Station, Los Santos  Ã¢â‚¬â€œ Inside the parking lot. Cash For Mint Condition * $30,000| | | ? BuffaloParked Locations * Fern Ridge, Countryside  Ã¢â‚¬â€œ Head to the save icon in Fern Ridge. It's Catalina's cabin and there's a Buffalo parked next to it. Cash For Mint Condition * $35,000| ?SentinelParked Locations * Vinewood, Los Santos  Ã¢â‚¬â€œ South East side of the movie studio car park. Cash For Mint Condition * $35,000| | | ? InfernusParked Locations * Paradiso, San Fierro  Ã¢â‚¬â€œ The North Eastern most house in Paradiso. If it's not in the driveway run around the block and check again. Cash For Mint Condition * $95,000| ? CamperParked Locatio ns * Mount Chiliad, Countryside  Ã¢â‚¬â€œ Right at the top of the mountain. * Juniper Hollow, San Fierro  Ã¢â‚¬â€œ Parked at the diner's car park just East of the bridge entrance. Cash For Mint Condition * $26,000| | | ?AdmiralParked Locations * Verona Beach, Los Santos  Ã¢â‚¬â€œ Follow the thick black road on the radar North and then take the first right. You'll see the car parked at the side of the road alongside a rectangular white shaped building on the radar. Cash For Mint Condition * $35,000| List 2 | ? SlamvanParked Locations * El Corona, Los Santos  Ã¢â‚¬â€œ Parked next to a fence behind the adult sex shop at the end of the row of houses. Cash For Mint Condition * $19,000| | | ? Blista CompactParked Locations * Easter Bay Airport, San Fierro  Ã¢â‚¬â€œ Parked next to a radar building inside the actual airport gates.It's just South of the entrance gates, you'll see a small white square on the radar. Cash For Mint Condition * $35,000| ? StaffordParked Locations * Quee ns, San Fierro  Ã¢â‚¬â€œ You'll find one parked alongside the steps leading up to the Vank Hoff Hotel which you can buy as a safe house. Cash For Mint Condition * $35,000| | | ? SabreParked Locations * Garcia, San Fierro  Ã¢â‚¬â€œ To the North end of a parking lot next to the baseball field. Cash For Mint Condition * $19,000| ? FCR-900Parked Locations * Roca Escalante, Las Venturas  Ã¢â‚¬â€œ Parked just to the West of the Well Stacked Pizza building.Cash For Mint Condition * $10,000| | | ? CheetahParked Locations * Prickle Pine, Las Venturas  Ã¢â‚¬â€œ Parked in front of a house just North of the safe house you can buy. Cash For Mint Condition * $105,000| ? RancherParked Locations * Blueberry Acres, Countryside  Ã¢â‚¬â€œ Parked beside one of the garage things to the South West of the farm. * Bone Country, Desert  Ã¢â‚¬â€œ Parked   near some small buildings North West from the Quarry and East from Cluckin' Bell. * Bone Country – Desert  Ã¢â‚¬â€œ Parked in betwee n some trailers just North of Ammu-Nation.Cash For Mint Condition * $40,000| | | ? StallionParked Locations * NoneAdditional Locations * They can be seen driving anywhere. Sometimes you'll get lucky and one will spawn right in front of you after loading a save from the Doherty garage. Otherwise just drive around in a taxi looking by docks or the Venturas Strip. Cash For Mint Condition * $19,000| ? TankerParked Locations * Tierra Robada, Desert  Ã¢â‚¬â€œ Parked alongside a hut directly East of the Boat School. Cash For Mint Condition * $35,000| | | ?CometParked Locations * Avispa Country Club, San Fierro  Ã¢â‚¬â€œ Look for the Tennis Courts and you'll find the Comet parked in the car park just to the South of them. Cash For Mint Condition * $35,000| List 3 | ? BladeParked Locations * El Corona, Los Santos  Ã¢â‚¬â€œ Parked in a drive way just along the street from the safe house nearest the Airport. Cash For Mint Condition * $19,000| | | ? FreewayParked Locations * Hashbury, San Fierro  Ã¢â‚¬â€œ Parked in front of Hippy Shopper at the bottom of the curvy s-bending road. Cash For Mint Condition * $10,000| ?MesaParked Locations * Mount Chiliad, Countryside  Ã¢â‚¬â€œ Parked next to a hut at the end of the Chiliad Challenge Race. Cash For Mint Condition * $25,000| | | ? ZR-350Parked Locations * The Clown's Pocket, Las Venturas  Ã¢â‚¬â€œ Parked in the car park right in front of the actual Clowns Pocket building. Appears randomly however. Cash For Mint Condition * $45,000| ? EurosParked Locations * The Camels Toe, Las Venturas  Ã¢â‚¬â€œ The car is parked right under the actual sphinx statue, in front of the doors. Cash For Mint Condition * $35,000| | | ? BansheeParked Locations * Garcia, San Fierro  Ã¢â‚¬â€œ In the lley just to the North of the San Fierro Gym. Cash For Mint Condition * $45,000| ? Super GTParked Locations * Doherty, San Fierro  Ã¢â‚¬â€œ Outside the Driving School after completing all goals with at least bronze. Cash For Mint Condition * $105,000| | | ? JourneyParked Locations * Mount Chiliad, Countryside  Ã¢â‚¬â€œ Right at the top of the mountain. * Vinewood, Los Santos  Ã¢â‚¬â€œ North side of the movie studio car park. * Vinewood, Los Santos  Ã¢â‚¬â€œ North West side of the movie studio car park. Cash For Mint Condition * $22,000| ? HuntleyParked Locations * Doherty, San Fierro  Ã¢â‚¬â€œ Right outside of the Driving School.Appears randomly. Cash For Mint Condition * $40,000| | | ? BF InjectionParked Locations * Verona Beach, Los Santos  Ã¢â‚¬â€œ Right next to the gym at the East side of the beach. * Missionary Hill, San Fierro  Ã¢â‚¬â€œ At the South end of the beach. Cash For Mint Condition * $15,000| | | | | | | Design, layout and all images are Copyright of Vendetta, Psy and GTA-SanAndreas. com. Please read our  Terms And Conditions,  Privacy Policy  for more information. GTA 5  |  Grand Theft Auto  |  Red Dead Redemption  |  GTA 4| | | | | http://www. gta-sanandreas. com/guides/ importexport/index. php

Autonomous Learning Essay

2.1 A General Review on Learner Autonomy Two classic definitions of autonomy influenced my study a lot when I set up my research programme.The first was put forward by Henri Holec in 1981, and the second by David Little in 1991. 2.1.1 Definitions of Autonomy â€Å"Learner autonomy is when the learner is willing and capable of taking charge of his/her own learning. The learner should be capable of determining the objectives;defining the contents and the progressions; selecting methods and techniques to be used; monitoring the procedure of acquisition, evaluating what has been acquired.†(Henri Holec,1981). â€Å"Autonomy is a capacity for detachment, critical reflection, decision making and independent action. It presupposes, but also entails, that the learner will develop a particular kind of psychological relation to the process and content of his learning†.(Little,1991). It is clear from this that autonomy is not a method of language learning – it is a capacity: the capacity to take control one’s own learning.(Benson, 2001:2)This seems to distinguish it from some other types of learning with which it is sometimes associated, such as: â€Å"self-study†, â€Å"distance learning† and â€Å"indepen dent learning†. The main point here is that most of these can be seen as ways of organizing learning, as methods. They may be more or less teacher-led and the degree of teacher control is not clear. Holec use the term â€Å"autonomy† to refer to a â€Å"capacity† and not a â€Å"method† It is a capacity that usually needs to be acquired, hence our emphasis is on â€Å"learning how to learn†. On a general note, the term autonomy has come to be used in at least five ways: the first is for situations in which learners study entirely on their own; the second is for a set of skills which can be learned and applied in self-directed learning; the third is for an inborn capacity which is suppressed by institutional education; the fourth is for the exercise of learners’ responsibility for their own learning; and the last is for the right of learners to determine the direction of their own learning. (Benson & Voller, 1997: 2) It is noteworthy that autonomy can be thought of in terms of a departure from education as a social process, as well as in terms of redistribution of power attending the construction of knowledge and the roles of the participants in the learning process. Autonomous language learning requires the learners to be responsible for their learning, including deciding their learning objective, choosing their learning materials, monitoring and adjusting their learning process and evaluating their learning results. There is broad agreement in the theoretical literature that learner autonomy grows out of the individual learner’s acceptance of responsibility for his or her own learning (e.g., Holec, 1981;Little, 1991). This means that learner autonomy is a matter of explicit or conscious intention:we cannot accept responsibility for our own learning unless we have some idea of what, why,and how we are trying to learn. The learner must take at least some of the initiatives that give shape and direction to the learning process, and must share in monitoring progress and evaluating the extent to which learning targets are achieved. The pedagogical justification for wanting to foster the development of learner autonomy rests on the claim that in formal educational contexts, reflectivity and self-awareness produce better learning. The autonomous learner shows initiative regarding learning, and shares in monitoring progress and evaluating the extent to which learning is achieved (Schunk, 2005).The ideas that cluster around the concept of learner autonomy have also been promoted under banners such as, â€Å"humanistic language teaching,† â€Å"collaborative learning,† â€Å"experiential learning,† and â€Å"the learning-centered classroom.† We prefer the term â€Å"Learner autonomy† because it implies a holistic view of the learner as an individual. This seems to us important for two reasons. First, it reminds us that learners bring to the classroom a personal history and personal needs that may have little in common with the assumed background and implied needs on which the curri culum is based. Second, it reminds us that the ultimate measure of success in second or foreign language learning is the extent to which the target language becomes a fully integrated part of the learner’s identity. In conlusion,some of the most well known definitions in present literature are: â€Å"Autonomy is the ability to take charge of one’s own learning† (Henri Holec,1981); â€Å"Autonomy is essentially a matter of the learner’s psychological relation to the process and content of learning† (David Little,1991); â€Å"Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his [or her] learning and the implementation of those decisions†. (Leslie Dickinson,1987); â€Å"Autonomy is a recognition of the rights of learners within educational systems†. (Benson,2001) 2.1.2 Theoretical Background of Learner Autonomy Autonomy is not developed by single, clearly defined theories or methods, its evolution has reflected a more general trend in language teaching; however, its independence from specific theories does not mean that theory is not relevant. In fact, many researchers in the literature seek justifications of learner autonomy from a wide variety of philosophical, psychological, and political sources. And some approaches to educational psychology— humanism, constructivism— had a profound impact on the advocacy of autonomous learning. A review of the two approaches to language education, especially to second language learning and teaching will be offered. 2.1.2.1 Constructivism Constructivism is one of the hottest topics in educational psychology. Constructivism is a new educational psychology school which is influenced by Piaget’s cognitive developmental psychology and Vygotsky’s social interactionism. Constructivism is described as a learning theory based on authentic and real-world situations. Students internalize and construct new knowledge based on past experiences. The constructivism theory is student-centered and encourages higher level processing skills to apply their working knowledge. In other words, â€Å"everyone makes their own sense of the world and the experiences that surround them. In this way the learner is brought into central focus in learning theory†(Williams M.&Burden R.L., 1997:2). The educational impact of constructivism is positive, in that instruction is based on student’s prior knowledge, allowing them to make significant connections and solve complex problems. Vygotsky’s point of view was that acquisition and participation were synergistic strategies in learning situations. Aspects of participation involved teaching in contexts that could be meaningful to students based on their personal and social history, negotiating, class discussions, small group collaborative learning with projects and tasks, and valuing meaningful activity over correct answers. Social Constructivism emphasizes that learning takes place through interactions with other students, teachers, and the world-at-large. (Vygotsky,1978) In terms of process of learning, acquiring and constructing new knowledge, the student plays an active role. The student brings past experiences and prior knowledge to the classroom and uses these to actively connect with new ideas or problems that are presented. ‘Knowing’ is being able to internalize the material, connecting it with things you already know. Students use higher level processing skills, such as evaluating, analyzing and synthesis to apply newly constructed knowledge to problems or situations. According to the theory of constructivism, student responsibility is greater, as they discover how new knowledge connects with prior knowledge. The learner continuously asks questions and guides their own learning process. Students learn that there is not just one way to solve problems, but rather multiple ways to finding answers. Typical classroom instruction, consistent with the constructivist learning theory may include: problem-based approach to teaching, hands-on activities, including the use of manipulatives, experimentation, and simulations. The constructivist theory allows teachers to be creative and innovative with teaching. In brief, constructivism believes that learning is a process in which learners construct new ideas or concepts based on their past knowledge. Constructivist learning theory advocates that learning is student-centered and instructed by teachers, which puts great emphasis on learners. Students are not passive receiver. Instead, they are active constructors. The learners select and transform information, construct hypotheses and make decisions relying on a cognitive structure. Cognitive structure (i.e. schema, mental models) provides meaning and organization to experiences and allows the individual to go beyond the information given. 2.1.2.2 Humanism Humanism is a school of thought that believes human beings are different from other species and possess capacities that cannot be found in animals. Humanists, therefore, give primacy to the study of human needs and interests. In humanistic view, the basic concern is the human potential growth and education is to enhance actualization and give free harness to one’s potential. â€Å"Humanistic approaches emphasize the importance of the inner world of the learner and place the individual’s thoughts, feelings, and emotions at the forefront of all human development†(Williams,M.&Burden, R.L. 1997:4). These aspects of the learning process are often unjustly neglected, yet they are vitally important if we are to understand human learning in its totality. There are five basic objectives of the humanistic view of education: the first is to promote positive self-direction and independence (development of the regulatory system);the second is to develop the ability to take responsibility for what is learned (regulatory and affective systems);the third is to develop creativity (divergent thinking aspect of cognition);the fourth is to arouse curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);the last is to cultivate an interest in the arts (primarily to develop the affective/emotional system). 2.1.3 Teachers’ Role in Autonomous Learning In literature works there are many detailed descriptions of the teachers’ role in developing learner autonomy. According to Huttunen (1986), teachers should guide the learners in the process of their logical, psychological and ethical development towards autonomy. Their task is to enrich, balance, and clarify the learners’ experience and to help them to seek new experiences to structure and simplify experiences they need, and to find ways of associating the learners’ experiences with the various aspects of life in their culture, including its heritage; Higgs (1988) stated that in the process of learners’ autonomous learning teachers should act as a manager who is available as a resource, will create learners a supportive and nonthreatening learning environment, can motivate learners to achieve their potential and can help learners to be aware of institutional requirements and expectations associated with the discipline in which they are learning; according to Nunan (1993), teachers are readjusting their traditional roles and to the new ones. They become active participants, monitors, consultants and guides in the process of students’ language learning and help students to develop better learning strategies; Hill (1994) suggested that â€Å"since the decision to promote autonomy comes usually from the teacher, and the success of attempts to empower learners to become actively involved in their learning depends to a large extent on the teacher’s ability to redefine roles†; to Little (1999), he believes that teachers should be responsible for â€Å"deciding whether and to what extent it is possible for learners to determine their own learning objectiveness, select their own learning materials and evaluate their own learning process†; HuaWeifen (2001)believes that language teachers should enable students to set learning objectives, choose learning materials, develop the effective learning strategies, monitor their learning process and evaluate the learning results. She further proposes three roles of teachers in developing students’ independent learning: a counselor who helps learners to develop their own learning ability instead of making decisions for them, a facilitator who provides psychological, social support and technical support, and an information resource; Xiao Fei (2002) feels that teachers must adjust their counselors, roles from the â€Å"purveyors of language information’ to the organizers and managers of learning activities, and resource learning providing necessary help. Teacher serves as one of many resources for students, not necessarily the primary source of information. The teacher engages students in experiences that challenge previous conceptions of their existing knowledge. The teacher uses student responses in the planning of next lessons and seeks elaboration of students’ initial responses. The teacher encourages questions and discussion among students by asking open-ended questions. The teacher assists students to understand their own cognitive processes (metacognition) by using cognitive terminology such as classify, analyze, create, organize, hierarchy, etc. when framing tasks. The teacher encourages and accepts student autonomy and initiative by being willing to let go of classroom control The teacher makes available raw data and primary resources, along with manipulative and interactive physical materials. The teacher does not separate knowing from the process of finding out. Nouns and verbs. The teacher facilitates clear communication from students in writing and verbal responses, from the point of view that communication comes from ones deep structural understanding of the concepts being communicated. When they can communicate clearly and meaningfully, they have truly integrated the new learning. The teacher’s role is to anticipate and address student misconceptions while presenting authentic questions and real-world problems or situations. The teacher does not provide clear answers on how to solve these problems or questions, but guides students to make sense of how things work according to what their past experiences are and how it applies to the new knowledge they are constructing. 2.2 Input Theory 2.2.1 Krashen’s theory of language acquisition During the late 1970s Krashen put forward an account of SLA first known as the Monitor Model after its main claim about the role of monitoring in language learning (Krashen, 1979). In the early 1980s this was expanded into a broader-based model, described in Krashen (1981;1982), which consisted of five linked hypotheses: acquisition/learning, monitor, natural order, input, and affective filter. The aspect of the model that became most developed was termed the Input Hypothesis, the title of Krashen’s last major theoretical book (Krashen, 1985). In order to better understand the Input Hypothesis, it is necessary to have a general idea about the five hypotheses as they are closely related to each other. They are:The Acquisition-Learning Hypothesis;The Monitor Hypothesis ;The Natural Order Hypothesis; The Input Hypothesis ;The Affective Filter Hypothesis. Krashen summarizes the five hypotheses with a single claim: â€Å"People acquire second languages only if they obtain comprehensible input and if their affective filters are low enough to allow the input `in’ †¦In other words, comprehensible input is the essential ingredient for second language acquisition. All other factors thought to encourage or cause second-language acquisition work only when they contribute to comprehensible input and/or a low affective filter.† [pic] 2.2.2 Input hypothesis in second language learning The Input Hypothesis is Krashen’s attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen’s explanation of how second language acquisition takes place. So, the Input Hypothesis is only concerned with â€Å"acquisition†, not â€Å"learning†. According to this hypothesis, the learner improves and progresses along the â€Å"natural order† when he/she receives second language â€Å"input† that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at stage â€Å"i†, then acquisition takes place when he/she is exposed to â€Å"comprehensible input† that belongs to level â€Å"i+1†. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some â€Å"i+1†in put that is appropriate for his /her current stage of linguistic competence. The Input Hypothesis is simply stated: â€Å"Humans acquire language in only one wayä ¸â‚¬by understanding messages or by receiving `comprehensible input†Ã¢â‚¬Ëœ (Krashen, 1985ï ¼Å'2). That is to say, language acquisition depends upon trying to comprehend what other people are saying. Provided that the learner hears meaningful speech and endeavors to understand it, acquisition will occur (cited in Cook, 1993). The theory (Krashen 1981;1985; 1989) also makes the following claims, as Ellis (1994) has summarized:Learners progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence. Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be affectively disposed to `let in’ the input they comprehend. Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues; â€Å"fine-tuning† (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary. Speaking is the result of acquisition, not its cause; learner production does not contribute directly to acquisition. It is understood that to be useful to the learner, the input must be neither too difficult to understand nor too easy. This is conceptualized by Krashen in terms of the learner’s current level, called â€Å"i†, and the level that the learner will get to next, called â€Å"i+1†.For the learner to progress rather than remain static, the input has always to be slightly beyond the level at which he or she is completely at home; the gap between the learner’s â€Å"i† and the â€Å"i+1†that he or she needs is bridged by information drawn from the situation and from the learner’s previous experience. â€Å"We also use context, our knowledge of the world, our extra-linguistic competence to help us understand† (Krashen, 1982, 21).Krashen emphasizes that input does not need to be â€Å"finely tuned† in the sense that it is linguistically adjusted to contain â€Å"i+1†.It requires only rough tuning, which is automatic if the focus is on successful communication. 2.2.3 The web-based meltimedia language input for autonomous learning Students need accessible materialsï ¼Å¡comprehensible input, the underlying assumption is that the learner needs help identifying the critical features in â€Å"the wealth of the linguistic and nonlinguistic information they receive† (Plass & Jones, 2005, p. 470). This means that the supports embedded in a multimedia instructional approach should guide what students notice in a word, sentence, passage, or image. The autonomous leaners need to be provided with more and up-to-date language input in as many ways as possible, such as vedio and audio materials downloaded from the internet. This strategy can also be accomplished through immediate and focused teacher feedback. When a teacher highlights portions of an assignment that require revisions, the student’s ability to evaluate and revise her work increases. These strategies help the learner understand task directions and focus on pertinent informati on to comprehend or revise. 2.3 Web-Based Language Teaching and Learning 2.3.1.The development of web-based language teaching and learning Web-based language learning is developed from Computer-Assisted Language Learning. It may be defined as â€Å"the search for and study of applications of the computer in language teaching and learning† (Levy, 1997:1).As for teaching, the lecturer presents a language teaching plan in a logical order and learns whether the students’ responses are correct or not correct by computers. As for learning, the language learners use computers to monitor their own progress, and provide themselves with proper lessons, materials, etc. Richards. J.C.(1998) also points out that CALL refers to the use of computer in the teaching and learning of second or foreign language. The CALL in the academic literature has been existed for about forty years. The subject is interdisciplinary by nature, and it has evolved out of previous efforts to find ways of using computer for teaching or for instructional purpose across a wide var iety of subjects areas, with the weight of knowledge and breadth of application in language learning ultimately resulting in a more specialized field of study (Levy, 1997). According to Warschauer and Healey (1998), CALL has experienced three stages in the last forty years: behavioristic, communicative and integrative. Each stage will be featured by its important projects and development despite the fact that there is in fact no clear-cut line among stages (Hu&Jiang, 2002:5 34-538). The first stage of CALL, Behavioristic Call, started from the 1950s and applied in 1960s and 1970s, was on the basis of the then dominant behaviorist theories of learning. Programs of this stage were repetitive language drills and can be concluded as â€Å"drill and practice†. One of the most complicated projects of this period is the PLATO (Programmed Logic/Learning for Automated Teaching Operations) system, which operates on its own special PLATO hard ware, including central computers and terminals. The vocabulary drills, brief grammar explanations drills, and translation tests at various intervals (Ahmad, Corbett, Rogers&Sussex, 1985)were included. In the late 1970s and early 1980s, behavioristic CALL was replaced because of two important factors. First, behavioristic approaches to language learning had been out of stage at both the theoretical and the pedagogical level. Secondly, the application of microcomputer provided a whole new range of chances. The stage was set for a new era of CALL-Communicative CALL. One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of â€Å"premises for `Communicative’ CALL† (Underwood, 1984:52). According to him, the Communicative CALL focuses more on using forms. The teacher uses the computer to teach grammar implicitly rather than explicitly; allow and encourage students to utter naturally rather than just manipulate prefabricated language; it does not assess everything the students do nor give them congratulatory message, lights, or bells; avoids telling students that they are incorrect and is flexible to a variety of student responses; it uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and will never try to do anything that a book can do just as well. Many types of CALL programs were developed and applied during this period. Integrative computer assisted language learning covers the more recent development of 1990s, and even the multimedia computers and the Internet. This period was greatly influenced by the growth of constructivist approach, which believes that knowledge is not obtained through the transmission of teachers, but the meaning construction of learners themselves in a certain social and cultural context with the others, including their teachers and their peers, and also the use of resources. Furthermore, this approach emphasizes that learners are the necessary component of learning main body in the cognitive process and the active constructor of knowledge meanings, and teachers take the roles as organizers, guiders and facilitators. Also, the importance of authentic learning environment and social interaction is emphasized. This phase is featured by the use of multimedia, hypermedia and interactive technologies to enhance comprehensive skills. 2.3.2 web-based language learning context and input thoery Compared with the traditional language teaching and learning context, web-based language learning would expose college students to greater amount of language information input. On the one hand, the colorful, multi-facet, and limitless information provided by the internet and computer programs attracts the learners’ attention. It could also make their English study much easier. It is obvious that, the multimedia, hypermedia and Internet enrich the information input and to a large extent promote the students’ curiosity, interest and motivation in English learning. On the other hand, the multi-facet or multi-channel information input may be in some way distract learners’ attention and make learners feel at a loss in their autonomous learning after class, thus weaken the learners’ productivity of English language. Therefore, to help learners to wisely choose the useful information to develop their own autonomous language learning models become the teachersâ₠¬â„¢ focuses. 2.4 Assessment in autonomou learning In a recent report, Dam and Legenhausen (1999: 90) claim that learners’ ability to reflect critically on their learning is a measure of the effectiveness of the learning environment. They use the term ‘evaluation’ to refer to the metacognitive activity of reviewing past and future learning experiences in order to enhance learning, and claim that: In an autonomous classroom . . . [evaluation] is viewed as the pivot of a good learning/teaching cycle . . . Evaluation has a retrospective and prospective function, in which the learning experiences of the past are reflected upon and transformed into plans for future action. The potential for learner autonomy increases as an individual’s learning awareness grows. Therefore activities which prompt learners to reflect on their learning aim to enhance learners’ insight into their learning processes. Assessments for autonomous learners may cover a wide area of knowledge,for example, reading an authentic languag e text or a small, tightly focused area ,for example, questions at the end of a worksheet on a specific grammar point. Assessments may serve one or more of a number of purposes, such as confidence building, demonstrating learning gain, or motivation, and they may be constructed in a number of ways, for example, by the teacher, by the learner, collaboratively or as a portfolio (Gardner and Miller, 1999). Assessments with any combination of the above criteria can be self-assessments because this term refers simply to the mode of administration, i.e., assessments which are self-administered. It is reasonable to assume that autonomous learners would benefit from feedback on chievements in their learning through engaging in some kind of assessment procedure. The individualised nature of autonomous learning makes large-scale, institutionalised assessments problematic although an autonomous learner may make the decision to include these as part of a personalised assessment regime. Self-assessment seems to accommodate itself much more easily to the diverse and flexible requirements of an autonomous learner. Indeed, it has been argued that self-assessment is an integral part of autonomous learning (Holec, 1981; Tudor, 1996; Thomson, 1996; Gardner and Miller, 1999) and that all learners engage in it (Holec, 1985) although not necessarily knowingly (Thomson, 1996). Dickinson (1987) argues that self-evaluation of performance is an important skill for all language learners but of particular importance to autonomous language learners. Thomson (1996) implemented a self-assessment project as a way of getting learners involved in self-directed learning. The effectiveness of self-assessment is detailed by Nunan (1996: 21), who states that, â€Å"Autonomy is enhanced when learners are encouraged to self-monitor and self-assess.† An important aspect of the monitoring process for learners is simply knowing how they are doing in their learning. They want to know if they are becoming more proficient as users of the target language. Brindley (1989: 60) says that self-assessment has five purposes. Firstly, learners have greater responsibility for assessment of their proficiency and progress; secondly it lets them diagnose their strong and weak areas; thirdly it lets them compare their present level with the level they wish to obtain; fourthly it helps them become more motivated; and lastly it helps them to develop their own criteria for monitoring their progress.However, Brindley (1989: 61) also points out that there are objections to self-assessment. â€Å"The idea that learners can be reliable judges of their own performance is by no means universally accepted.† Therefore self-assessment is a skill, that has to be learned. Brindley (1989: 83) divides this learning into technical training, and psychological training. Technical training is to help the students judge their own performance, and consists of self-monitoring of language use, development of criteria, definition of objectives, and knowledge about language learning. Self-assessments help learners monitor their level of success in specific learning tasks. A series of self-assessments will contribute to monitoring progress towards specific learning objectives. They can also have a motivational effect. Success breeds confidence. Self-assessment does not always demonstrate success but where it does, even on a small scale, learners’ motivation will be enhanced. Teachers also need to know how well learners are doing. They have a professional responsibility to help learners learn. Gardner and Miller (1999: 210) suggest the assessment should contain the following pieces of information: the purpose of the assessment, the benefit to the learner, the procedure for conducting the assessment, the procedure for marking the assessment, a suggested marking scale, a choice of follow up actions based on the score achieved.

Order Writing A Thesis Proposal Here

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Tips for Teaching Multiple Preps

Tips for Teaching Multiple Preps Many teachers have to face the challenge of teaching multiple preps in a given year at some point during their career. For example, a high school social studies teacher could be assigned to teach two classes of basic level Economics, one class of American History, and two classes American Government. An elective or specials teacher in art or music can be assigned several different grade levels in one day. For each prep, a teacher needs to develop a set of lesson plans. Multiple preps require multiple lesson plans. In many schools, a number of preps are given to the new teachers who may not receive their first choice of course assignments. Other disciplines such as world languages may offer several singleton courses, such as a German I course. For other departments, there may be specialized courses with only one section such as AP Physics. Multiple preps may be the best way to meet the needs of students. A teacher with multiple preps in a school year should consider some of the following suggestions. Stay organized Teachers facing multiple preps must keep their lessons, notes, and grades separate and accurate. They need to find a physical, organizational system that makes sense and works for them. They might try one or more of the following to see how the system works: Summarize daily instruction by class on a post-it note. Place the post-it into a daily agenda or planning book. These post-it notes record the topics that were covered in class and remind the teacher what still needs to be done.Provide designated areas that are clearly labeled for students to turn in or pick up work by course or class. Making students responsible for materials contributes to their independence.Set up crates or files that can hold student work and materials by course or class.Use color coding to keep student work separated by class or course. Color-coded file folders, agendas, or notebooks are visual cues that help keep student work separated. Go digital There are multiple software platforms to help organize classrooms digitally, for example, Google Classroom, Edmodo, Seesaw, Socrative. Teachers can adjust the use of these platforms according to the amount of technology integration available in a school, even if there is limited access to computers. These educational software platforms allow teachers to customize class syllabi, post course assignments and collect student work. Some of these educational platforms can integrate grading platforms as well, saving time and streamlining feedback to students. Digital resources can be linked as well which can expand the materials available. Another possibility is to share digital resources or classroom materials with another teacher who may be teaching the same prep. Software platforms can easily separate students by class or course, so there is no confusion as to which teacher is responsible for students. Seek out other teachers The best resource for multiple preps could be another teacher in the building who may be teaching the same prep or who has already taught a specific course. Most teachers are more than happy to help out in these situations and share materials. Shared materials can reduce the time required in lesson planning. There are also many sites teachers can go to get lesson ideas that complement existing curriculum. Teachers can begin with provided textbooks and then add supplementary material from educational websites as necessary, provided the materials meet the standards and objectives of the course. There may be ideas for a class that can be modified for different preps or differentiated for students. Make outside connections Look outside the building or even outside the school district by using social media connections such as Pinterest, Facebook, or Twitter. For example, there are thousands of teachers that use Twitter to meet for chats on their discipline according to a set schedule. Collaborating with these online colleagues can be excellent professional development. One of these teachers may have already created something that is perfect for a course. Connecting with teachers, especially if the course is a singleton or the only course offered in a school, can also help reduce feelings of isolation. Vary the complexity of lessons Teachers with multiple preps should not schedule two complicated lessons on the same day. For example, a teacher who plans on having the students participate in a simulation that requires a lot of preparation and energy might want to create lessons for the other classes that day that does not require so much time and energy. Plan resources use In the same way that you want to vary the activities across the day, teachers should schedule lessons for easy management. For example, teachers should plan lessons that require time in the media center on the same day. In the same way, if equipment (video, laptops, polling clickers, etc) is available on specific days, then lessons should be organized to take advantage of the equipment in each class. This kind of organization is especially true if the equipment takes time to set up and take down. Destress ​ Teacher burnout is real. Teaching can be quite stressful with all of the pressures and responsibilities placed on teachers, and multiple preps add on to the already long list of factors that cause teacher stress. Check out 10 ways to manage teacher burnout for some great ideas. It is definitely possible to survive and thrive teaching multiple preps. All it requires is staying organized, keeping a positive attitude, and maintaining connections with other teachers.

A letter from Lucy Essay Example | Topics and Well Written Essays - 500 words

A letter from Lucy - Essay Example Till date your presence, though it not being physical, still has an immense pact on me and I wonder why? My goals, my education and the very self in me you destroyed for you precious sons were far more valuable than me. What happened I wonder? Was it because I was born a girl? Or did you think that I was incapable to becoming a successful person. You were wrong to even think that I would have been a burden on you. You forgot I am not handicapped instead your indifference and dehumanization instilled in me the fight to become an individual with aspirations. Yes as a teenager I have undergone feelings such as being pulled in so many directions, bundles of contradictions and yet there were times when I felt like a child. Reminiscing ones childhood should provide the feeling of happiness and fulfillment. And these feelings usually provide the effect and comfort to face lives problems. But for me when I remember my childhood it brings back horror filled and sorrow filled memories. But please don’t think that now I have returned to plead for your love. No way. I want you to understand that my anger towards you goes beyond a disagreement on life’s choices and principles. Yes I call out to you; mother the great love of my life for your rejections of motherly love has caused me immense pain and suffering within me. My words of love, my sincerity, my good will-everything you turned into hatred. This lost love because of you has psychologically impacted me. I am in constant search for this love and belonging with the relationships I have realized that intimacy and love have no value for the physical pleasure is far more sustainable and evoking. Louisa the daughter of Lewis and Mariah has entered adolescence and is portraying signs of rebellion and defiance and this reminds me of our relationship which is based on hatred. At times you make me mad, for leaving the British-rules Caribbean island and leaving YOU was my escapism from this influence and