Assignment Coursework Example | Topics and Well Written Essays - 500 words

Assignment - Coursework Example This has resulted in downgrading of economies as well as reduction in growth forecasts for various countries around the world by leading agencies like S&P, IMF etc (The Guardian, 2011). The fluctuation in the economy as well as rise in deficits has led to various kinds of spending cuts on the parts of the government of various countries around the globe. The fierce economic swinging in the recent times has also produced severe fluctuations of indexes of industrial productions in various established economies like the US for a prolonged period. Many of the industries belonging to various sectors like hospitality, agriculture, retail etc. have been severely affected. (THE WESTERN UNION COMPANY, p.19) This fluctuation in industrial production has in turn resulted in significant cost cutting by the companies around the world, which in turn affected the job market and thereby hampering consumer spending (AccaGlobal, p.7). The operations of Western Union highly include the transfer of fina nces on the part of the consumers as well as business houses to various parts of the world. The gloomy scenario emerging out of the inability to resolve the ongoing Euro crisis by the national political parties has led to prolonged variations in job opportunities there by immensely hampering the spending on the part of the consumers. (National Bureau of Economic Research, P.9) The peer reviewed article highlights the problems that arose in the auto industry in the US during the 2008-2011 periods as a culmination of low sales, high structural costs as well as debts (Klier and Rubenstein, p.1-21). The paper also discusses the related governmental procedures that happened during that period ranging from the unavailability of a consensual decision to provide support to the carmakers to the issuance of financial assistance for a short span by the outgoing political party. The paper rightfully discusses

Neuropsychological Impact Essay Example | Topics and Well Written Essays - 1250 words

Neuropsychological Impact - Essay Example On the other hand, impulses were sent by waves on unmyelinated fibers. If a single peripheral fiber has been damaged, the myelins sheath gives off a track that is responsible for its regeneration. The myelin sheath does not always attain the perfect regeneration for each fiber. Sometimes, the correct muscles fibers are nowhere to be found so some motor neurons of the peripheral nervous system die. When the myelin layer is damaged, the individual may be prone to a higher level of dysfunctionality. Unmyelinated fibers and myelinated axons of the mammalian central nervous system do not regenerate. The reason for this is that the CNS of mammals in enclosed in the spinal column, which has a lesser deal of trauma rather than the peripheral nervous system. Research shows that optic nerve fibers in postnatal rats can regroup. But its regeneration often depends on two conditions namely: axonal die-back has to be prevented with appropriate neurotrophic factors and neurite growth inhibitory com ponents have to be inactivated. This led the scientists to further understand the regeneration of nerve fibers in mammalian CNS. For invertebrates, propagation of action potentials in unmyelinated axons is sufficient to run fast. To accelerate the speed, the axon should be a little larger. Increasing the speed of action potentials and increasing the diameter of the axon is not possible in vertebrates. Angeli et al.' s (2010) mentions that Squid giant axons spread up to 1 mm in diameter and have a great speed. Mammalian nerves have about 400 fibers in the same cross-sectional area as the squid giant axon. So if every nerve fiber is size of the squid giant axon, every nerve in mammals would be about 2 cm in diameter. Thus a different... This paper stresses that MS affects the ability of nerve cells in the brain and spinal cord, in communication with each other. Nerve cells communicate by electrical signals called action potentials on long-fiber axons that are wrapped in an insulating substance called myelin. In MS, the immune system attacks and damages the myelin. In case of loss of myelin, axons can no longer effectively carry signals. Name comes from multiple sclerosis, scarring and in particular in the white matter of the brain and spinal cord, which consists mainly of myelin. Although much is known about the procedures involved in the disease, the cause remains unknown. Theories include genetics or infections. Many environmental risk factors have been found. Almost all of the neurological symptoms may occur with the disease and often progresses to physical and cognitive disabilities. MS takes several forms, with new symptoms occurring either accumulates in discrete attacks or slowly over time. This report makes a conclusion that there is no known cure for multiple sclerosis. Treatment attempted return of function after an attack, preventing new attacks and prevent disability. MS drugs can have side effects or bad to be tolerated and many patients pursue alternative treatments, despite the lack of support for scientific studies. The prognosis is difficult to predict, depending on the subtype of disease, disease characteristics of each patient; the first symptoms and the degree of disability the person experiences as time advances, the life expectancy of patients 5-10 years younger with respect to the affected population.

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English Language Learners English Language Essay Abstract For my research I chose to focus on the vocabulary aspect of language acquisition. As I contemplated my current students and what I feel I most need to be able to do for them is to help them build vocabulary. The everyday language known as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more easily than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students will pick up the structures of language and patterns of conversing incidentally (and at three years of age they are very receptive to it), but even most of my native English speakers have limited vocabularies due to their age and experiences. So it is my job to bolster their knowledge of the world and to give them the words to discuss it. Different speakers in online videos suggested strategies for building language and vocabulary. However, I wanted to focus more intensely on this as I prepare for the beginning of a new school year with all-new students. This paper addresses strategies that have proven successful in building vocabulary in English language learners, from read-alouds focusing on new vocabulary to activating prior knowledge and selecting leveled text. Vocabulary instruction can be explicit, or after a certain level is reached, it occurs incidentally as students read. There are many strategies to assist EESL Vocabulary is without a doubt a fundamental building block if a student is to be successful in the area of literacy. Yet this area is a major struggle for students who are new to the country or who have yet to master English. Teachers can teach strategies for decoding and can teach children to read, but without a strong vocabulary the spoken words will have little meaning to the student. Although many of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertoire of words that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007) . This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It also impacts listening comprehension (Wallace, 2007). In one study the Text Talk approach was used in a kindergarten classroom. Prior to the intervention there was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. Some might downplay the need for specific instruction in vocabulary, but studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in two different languages that are similar both orthographically and semantically'(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary using materials from Increasing Fluency with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. T hese Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that cover very basic words. In addition to basic words, instruction should also cover some higher-level words, particularly those that are subject-matter specific and related to the content being covered (Cummins CALP). After Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007). As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will keep the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. Making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). Simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult; the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007). Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006). Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate i n writing. When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing. Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it acc essible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction. New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and then ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007). Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves steering away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004). Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a basis from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows: Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004). The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then a n inferential one. After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow- up activities such as acting out new vocabulary words or matching these words with their synonyms. For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

Facts Surrounding the Film Gone with the Wind :: essays research papers

Gone with the Wind: Directed by Victor Fleming Victor Fleming's production, Gone with the Wind, made an impact on the large amount of people suffering from the depression because of his talent, the storyline of the film, and the 'get away place' it served as. Victor Fleming, the director behind multiple motion pictures, was a very talented man. Before his career in the movie business, he lived an interesting lifestyle. Fleming's days before being famous are reported in multiple reference books and online documentations such as the Victor Fleming biography (written by the AEC One Stop Group Incorporated  ®). He was born in Pasadena, California, on the twenty second of January in 1889. Fleming was a racecar driver and chauffeur in his earlier days. Most people believed his career would be centered on automobiles, but they were most defiantly wrong. Later he got a job as a stunt man, the stunts were mainly car related stunts, which was easy for him because he was around mechanics a lot. This got him started on the art of filmmaking. He longed to be behind the camera just like all the other directors, and he was going to work hard to get it. He soon got jobs, a lot with Douglas Fairbanks, as a cameraman at first. Later, directing became hi s passion and all movie lovers soon knew his name. As a man in film, Fleming was terrifically dedicated and successful. His job as a stunt man was started in 1910, and by 1929 he released his major first film, the Virginian. The black and white western is about two cowboys and former friends fighting over the affection of a young woman. He later went on to create the two movies that raised him to the peek of his career, the Wizard of OZ and Gone with the Wind. Being the nice man he was, the Yahoo!  ® search engine records show he remained friends with some of the actors and actresses he worked with until his death on the sixth of January 1949. The Internet Movie Database, in a Victor Fleming biography, states that among these were Gary Cooper, Richard Huston, Vivien Leigh, Leslie Howard, and Clark Gable. Gone with the Wind is a breathtaking film that is still enjoyed today as much as it was in 1939. The film has a captivating storyline that draws people in easily, it is hard to stop watching it.

Philosophy Epistemology Essay

Epistemology is one of the very important branches of philosophy. It is also known as the knowledge theory. The knowledge theory consists of three questions; â€Å"What is the origin of knowledge? What is the reliability of knowledge? & What is the criteria of knowledge? † Rene Descartes and John Locke really looked into epistemology and both had different theories to approach it. John Locke looked at empiricism and Rene Descartes looked at rationalism. John Locke was an English philosopher and formed his opinion around empiricism. Empiricism is an approach to doing philosophy stressing experience as the in road to all knowledge. The human being is a blank slate to him. Locke was a moderate skeptic, who doubted until valid proof was given to substantiate truth claims of a demonstrative and sensitive nature. The foundations of knowledge functioned in the following manner according to Locke. The human being takes in the external world through sensation (the five senses) and gives form to the experiential data through the processes of reflection. To Locke, intuitive knowledge is the most trustworthy because we automatically recognize the agreement or disagreement of ideas without the intervention of a â€Å"proof†. His criterion of knowledge depended on the force and intensity with which someone perceives either agreement or disagreement between ideas. So for example, we know that 2+3=5. We also know that 2+3 does not equal 7. Locke, unlike Descartes, argues against innate ideas. However, Locke believes that we are all born with the ability to acquire knowledge through the organization of sensate data by the cognitive capacities and capabilities we possess at birth, which are innate to the human. Descartes had a different view of epistemology. He argued for rationalism. Rationalism is an approach to philosophy that employs â€Å"pure reason† to acquire instances of fundamental truth. In Meditations on First Philosophy, Descartes comes up with three fundamental truths by way of pure reason. The first fundamental truth is â€Å"I think, therefore I exist. † This fundamental truth establishes for Descartes the â€Å"essence† of the human being in his philosophy, as the â€Å"thing that thinks. † He is reflecting on himself as the â€Å"object of deception† and reasons that despite being deceived, as long as he can think about it, he exists. Having a clear perception of the fundamental truths can guarantee they can be trusted with absolute certainty and cannot ever be false. The three fundamental truths (self, god, & mathematics) are examples of innate knowledge, or truths that all humans are born with given to by God. Descartes says we can discover these truths through the Meditations, by way of doing philosophy, but we do not pursue these in the same manner we pursue other forms of knowledge such as science. The dream argument is aimed at the external world. It says that â€Å"I often have perceptions very much like the ones I have while I’m dreaming. There are no definite signs to distinguish dream experience from wake experience, so it is possible that I am dreaming right now and all my perceptions are false. † In my opinion, I think that John Locke’s position on empiricism is more philosophically sound to me. Just to re-cap, empiricism is an approach to doing philosophy stressing experience as the in road to all knowledge. The human being as a blank slate really makes sense to me. We automatically know that we can agree or disagree without having to have proof to go along with it. I think that sense experience is always the starting point to knowledge. I think in order to learn something in life you have to experience it first. You can’t just go out and expect the knowledge to be in your brain for no reason. For example, how would you know what the color blue looks like if you were born blind? You would need to use your senses to try and understand what the color is. God couldn’t just put it in your mind because it’s something that you just need to see. Also, you can learn from the experiences you go through. If you do something and it ends up being wrong, then you learn from that experience and how you can go about it differently next time. In my opinion, rationalism has some defects that would make it harder to understand philosophically. A rationalist comes to believe that knowledge is a lot like math. So pretty much, it is knowledge that comes before experience. Something that you already know, but have never experienced before. I think that is a bit problematic because how can you know something that you never experienced? Epistemology plays a big role in philosophy as does John Locke and Rene Descartes. They both have great views on epistemology looking at rationalism and empiricism. When thinking about rationalism, we know that knowledge can be acquired through reason alone and that we don’t need experience. But when thinking about empiricism, we know that we learn through our experiences as a person. Justifying truth as a philosopher, I would agree more with Locke’s view on empiricism. I believe that everything happens for a reason, and that you need experience to learn, and to grow as a person.

Conduct Unbecoming

â€Å"Conduct unbecoming† is a punishment that is only for Commissioned OFFICERS – not for enlisted soldiers. Article 84 is regarding unlawful enlistment†¦ and therefore not applicable to this situation. Article 15 is the article that allows for non-judicial punishment – it is NOT something you can be charged with. Article 91: Insubordinate conduct toward a non-commissioned officer (you failed to obey the order). Article 92: Failure to Obey a Lawful Order (he ordered you to tell the truth, and you didn't). Article 107: False Official Statements (told a lie when asked). Article 134: Disloyal Statements (prejudicial to the good order and discipline) Article 134: False Swearing (you took an oath and then lied) Article 134: Obstructing Justice (you lied to hide wrongdoing) The max punishments you can be hit with are as follows (in the same order!! ) Article 91: BCD, 1 year confinement, forfeiture of all pay and allowances (willfully disobeying an NCO's order), BCD, 6 month confinement, forfeiture of all pay and allowances (for showing contempt to the NCO) Article 92: Dishonorable discharge, 2 years confinement, forfeiture of all pay and allowances (if the situation involved a general order). BCD 6 month confinement, forfeiture of all pay and allowances (for the failure to tell the NCO the truth). Article 107: 5 years confinement, forfeiture of all pay and allowances. Article 134 (statements): 3 years confinement, forfeiture of all pay and allowances. Article 134 (swearing): Dishonorable Discharge, 3 year confinement, forfeiture of all pay and allowances. Article 134 (obstructing): Dishonorable Discharge, 5 year confinement, forfeiture of all pay and allowances. And it depends entirely upon what it was that you are being accused of lying about and the Commander. If it was important, or really impacted Good Order and Discipline, you'll be charged with the maximum number of charges. If it is bad enough situation to warrant an Article 15 you are going to get hit with a Field Grade Article 15. For this, the max damage is no more than 30 days of correctional custody, 45 days of extra duty, 45 days of restriction (it can be 60 days, but extra duty and restriction must be the same amount), loss of TWO pay grades, and loss of half your pay for two months.