This Really Sucks :: essays research papers

C.G.Jung's comment, "The unconscious mind of man sees correctly even when the conscious reason is blind and impotent", is indicative to Margaret Atwood's book The Edible Woman. We see how the unconscious affects a woman mind unknowingly. The mind and body have an inter connection. They work with each other even though the conscious mind may not know it. Atwood's main character, Marian McAlpin, was ordinary. After she graduated college she started her simplistic job. Her relationships with people, friends, and her boyfriend, were purely surface. She began feeling crippled by the mundaneness of her already mapped out life. She feared the thought of being the annoying old lady in the basement. She feared living a married life with children, miserable like Carla. She feared the very thought of the "pension plan" for it symbolized the future. A future she hadn't began to question until she met Duncan. We see a shift of characteristics between Duncan and Marian. Her job is to chew up words to make it easier for people to read and understand and then test these people with her revisions. Duncan, however, treats the test as a psychological evaluation ex amplifying that one should think and question what is simplistic. This is what Marian begins to do. She needed to escape the thoughts that resided in her unconscious mind. She feared being pinned down. We get images of this through out the book. Her thoughts of cannibalism represents her fear of consumption. Destruction. Peter erupts these feelings inside her. His proposal of marriage charged her with such irrational fear that her physical self started to react to her unconscious self. Her inability of eating animals was a major symbol of her not wanted to pin down life. This transgressed to not being able to eat vegetables, because they too seemed life like to her. One can argue that she was only able to eat pasta and beans because they are starchy and stiff. They fill her but do not pose as a threat to her for they aren't needed to live and aren't life like. She begins to act neurotic, like Duncan. We get a glimpse of his unconscious mind with his obsession of ironing things. His unconscious mind needs to straighten out and un-wrinkle. He controls this. He feels comfort in p ressing out the most wrinkled items. Another interesting character in the book is Marian's roommate Ainsley.

Small Animal Diseases :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Louise Pasteur, a Frenchman who was neither a physician nor a veterinarian moved into the spotlight to help find a vaccine for Rabies. He began the study of Rabies when two rabid dogs were brought into his laboratory. One of the dogs suffered from the dumb form of the disease: his lower jaw hung down, he foamed at the mouth, and his eyes had a rather vacant look. The other dog was furious: he snapped, bit any object held out to him, and let out frightening howls (McCoy 65).   Ã‚  Ã‚  Ã‚  Ã‚  Through the studies already observed, rabies was transmitted through the bite of a rabid animal, and that the incubation period varied from a few days to several months. Beyond this, nothing definite was known. Then M. Bouley, a professor of veterinary science, noted a germ or organism in the saliva of a rabid dog. Pasteur confirmed Bouley’s findings by collecting some mucus from a child bitten by a rapid dog, and injecting it into rabbits. The results of this experiment ended with all the rabbits dying within 36 hours. This experiment established two facts: an organism was present in the saliva of rabid animals, and it could be transmitted to another animal or a human being through a bite (McCoy 66).   Ã‚  Ã‚  Ã‚  Ã‚  Further research led Pasteur to the conclusion that the rabies organism was located in other parts of the infected animal's body besides its saliva. Experiments on the skulls of rabid dogs shoed that the brain contained the rabies virus. Pasture then cultured some viruses from several rabid dogs' brains. The virus was then injected into rabbits. In every case the rabies would appear within 14 days (McCoy 67).   Ã‚  Ã‚  Ã‚  Ã‚  After several experiments, Pasteur went on to perfect a rabies vaccine. He first demonstrated to physicians and veterinarians that the rabies could be cultured from the brains of living dogs. Pasteur successfully proved that his antirabies vaccine could now be safely administered and animals could be vaccinated against the disease. Once the vaccine was perfected, Pasteur turned the task of finding a vaccine for human patients. After considerable research and patients, Pasteur eventually developed a human vaccine against rabies. The vaccine would be given through a system of inculcations and would prevent the disease in a patient recently bitten by a rapid dog (McCoy 67).   Ã‚  Ã‚  Ã‚  Ã‚  This system became known as the Pasteur Treatment for rabies. Although there is still no cure for this disease in animals or humans, the disease can be prevented if the vaccines are given early enough.

Citation of Error Analysis Essay

html http://www. accentsasia. org/1-2/kato. pdf . G o o g l e html . Page 1 Volume 1 Number 2 October 2006 Accents Asia 1 Citation Kato, A. (2006). Error analysis of high school student essays. Accents Asia [Online], 1 (2), 1-13. Available: http://www. accentsasia. org/1-2/kato. pdf Error Analysis of High School Student Essays Asako Kato Fudooka Seiwa High School IntroductionEver since the introduction of oral communication into the school curriculum in 1989, speaking has drawn attention as an important skill for Japanese students to master. A variety of speaking and listening practices have been experimented within high school English classes. Writing has also been included as an extensive practice. The 2003 revision of the Course of Study emphasizes â€Å"writing† as a vehicle of communication to convey messages according to the purpose and the situation (MEXT, 2003).However, in many of the university entrance exam-oriented high schools, writing classes are modified into grammar-centered classes; in other words, the students are accustomed to writing short sentences based upon the structures or the grammar points they are taught, and chances of writing effective essays are limited (Minegishi, 2005). It is true that grammar processing is needed for accurate production, but it is a challenge to teach how to write essays or even paragraphs within the available classroom hours, with the exception perhaps of some foreign language elective courses in select high schools.Under these circumstances, the English Composition Division of the Saitama Senior High School English Education and Research Association hosts writing contests, for the purpose of encouraging students to test their English knowledge and to enhance their production skills in the form of writing. The contest consists of two sections: a translation section and an essay writing Page 2 Volume 1 Number 2 October 2006 Accents Asia 2 section. In the essay section the participants are given topics and expected to write their opinions in about 200 words. They have 80 minutes to work on translation and essay writing.The translation sentences are assigned according to level, but the essay topic is the same for all. The translation part is marked and graded by Japanese teachers; the essays are evaluated by ALTs (Assistant Language Teachers) according to three criteria: creativity, organization and grammar. The winners are chosen depending on the total points of the two sections. In this paper, I will shed some light on the essays and analyze them with a view towards identifying problems students have, which will provide evidence of how English is learned and what strategies students are employing to construct their essays.The primary focus of this paper is on grammar in writing not creativity and organization, but some pedagogical suggestions for teaching and learning are also mentioned. Methods The data analyzed for this study are errors in students’ ess ays written in an essay competition held in Saitama Prefecture, Japan. In this contest, the participants were given the topic, â€Å"If you were to meet a celebrity, who would you like to meet? What would you like to ask him/her? What would you like to do with him/her? The errors in the essays were categorized based on Ferris’ (2005) Analysis Model (Fig. 1). Her â€Å"Common ESL writing errors† fall into four categories; morphological errors, lexical errors, syntactic errors, and mechanical errors. This model is based upon the â€Å"Description of the major error categories† (Fig. 2), which covers verb errors, noun ending errors, article errors, word wrong, and sentence structure (p. 92). According to James (1998), an error analysis model must be â€Å"well-developed, highly elaborated, and self-explanatory† (p. 95). Ferris’ model fulfills these needs.With this system it is easy to identify global and local errors (Burt and Kiparsky, 1972, cited i n James, 1998) which I added to Ferris’ model of major errors in Figure 1. Global errors are major errors in sentence structure, which makes a sentence difficult or impossible to understand, whereas local errors are minor mistakes, which do not cause problems of comprehension. In Ferris’ classification, syntactic errors are considered global errors. Mechanical and lexical mistakes, on the other hand, are local errors. Morphological errors can be global errors, Page 3Volume 1 Number 2 October 2006 Accents Asia 3 but when they do not hinder readers’ understanding of the content they are local errors. Figure 1 Common ESL Writing Errors based on Ferris’(2005) Model Morphological Errors > global / local errors Verbs: Tense, From, Subject-verb agreement Nouns: Articles/determiners, Noun endings (plural/possessive) Lexical Errors > local errors Word choice, Word form, Informal usage, Idiom error, Pronoun error Syntactic Errors > global errors Sentence structure, Run-ons, Fragments Mechanical > local errorsPunctuation, Spelling, Capitalization* * â€Å"Capitalization† is added in this study. Figure 2 Description of major error categories (Ferris, 2005) Verb errors All errors in verb tense or form, including relevant subject-verb agreement errors. Noun ending errors Plural or progressive ending incorrect, omitted, or unnecessary; includes relevant subject-verb agreement errors Article errors Article or other determiner incorrect, omitted, or unnecessary Word wrong All specific lexical errors in word choice or word form, including preposition and pronoun errors.Spelling errors only included if the (apparent) misspelling resulted in an actual English word. Sentence structure Errors in sentence/clause boundaries(run-ons, fragments, comma splices), word order, omitted words or phrases, unnecessary words or phrases; other unidiomatic sentence construction. Participants The essays analyzed for this study were written by 148 high school stud ents: 46 first year students, 58 second year students, and 44 third year students; 48 males and 100 females. The participants’ high schools consisted of twenty public schools and two private schools.Most of these Page 4 Volume 1 Number 2 October 2006 Accents Asia 4 schools are considered â€Å"academic† high schools in that they prepare students for university exams, which means the students tend to be highly motivated and are expected to be able to utilize their English grammar, structure knowledge and vocabulary in writing. Procedure All errors were marked and classified. They were first classified into global errors or local errors. The verb-related errors were considered as â€Å"verb errors†, therefore, they were considered morphological errors.However, confusion in the use of transitive/intransitive verbs was considered a global syntactic error because it affects the whole sentence structure. Also, tense errors were anticipated because the essay topic â₠¬Å"If you were to meet a celebrity†¦? † presumably requires the use of the conditional. As long as the errors did not interfere with the understanding of the sentence, they were put into tense errors, i. e. , morphological errors. It was sometimes difficult to draw the line between lexical errors and mechanical errors; that is, whether the word is a wrong choice or simply a spelling mistake.If the word had a separate meaning but exists as a word, then it was treated as lexical error; otherwise, it was marked as a mechanical error. However, if an inappropriate word choice disrupts the meaning in the whole sentence, it was considered a syntactic error. In short, the decision of error classification depends on each sentence. As for repeated mechanical errors in the same sentence, i. e. , spelling mistakes, punctuation, and capitalization, the multiple mistakes were counted as one. Findings and Discussion First of all, not all errors were easily categorized: some went beyond and across the categories.In each case, errors were carefully identified and classified according to the seriousness of the problem. If one major error included other minor errors, then together they were considered to be a major error. For example, a sentence â€Å"*And, I want to *go to abroad such as the UK, the US, *French, *Australlia and so on† was categorized as one syntactic error because the misuse of verb and adverb (go to abroad) causes sentence diffusion, even though this sentence included one lexical error Page 5 Volume 1 Number 2 October 2006 Accents Asia 5 (French) and one mechanical error (Australlia).Secondly, a danger with lists of â€Å"common† ESL/EFL errors, as Ferris (2005) herself points out, is that they may be over-generalized to all students. Of course, individual students have different language capabilities and learning traits; for example, one student constantly omitted articles and another student confused tense of verbs all through her es say. Although the statistics give a general picture of the problems, these do not apply to every student. While keeping these considerations in mind, the statistics provide interesting information.The total number of errors was 1518 (596 in 46 first year essays, 491 in 58 second year essays, and 431 in 44 third year essay). The average number of errors per student was 13. 5 for the first year students, 11. 2 for the second year students, and 9. 8 for the third year students. Considering the short length of the essay, these were not small numbers, although the average number of errors decreased according to the students’ year in school. As a total, syntactic errors dominated the rest at 29%, followed by lexical errors (21%), morphological errors in nouns and mechanical errors (18%), and morphological errors (14%).According to the school year, the most common errors observed in first year essays were lexical errors, which comprised 24% of the total, while syntactic errors compr ised most errors in second and third year essays, which amounted to 35. 2% and 31. 1% respectively. Among the first years’ lexical errors, â€Å"word choice† was the most common mistake (93 in total). As for second year and third year samples, as many as 158 and 121 errors were made respectively in â€Å"sentence structure. † These findings indicate that first year students did not have sufficient vocabulary while the second and third year students did not use it adequately.Page 6 Volume 1 Number 2 October 2006 Accents Asia 6 Table 1. Common EFL Writing Errors in Japanese High School Students’ Essays Percentage of Total Errors Marked (%) Error Type 1st year 2nd year 3rd year Average Morphological Errors Lexical Errors Syntactic Errors Mechanical (Verbs) Tense Form Subject-verb agreement Total Verb Errors (Nouns) Articles/determiners Noun endings Total Noun Errors Word choice Word form Informal usage Idiom error Pronoun error Total Lexical Errors Sentence structure Run-ons Fragments Total Syntactic Errors Punctuation Spelling CapitalizationTotal Mechanical Errors 5. 87 5. 87 0. 67 12. 4 10. 6 8. 22 18. 8 15. 6 1. 51 1. 01 3. 19 2. 68 24. 0 15. 3 1. 34 3. 19 19. 8 5. 7 14. 4 4. 87 25. 0 8. 96 1. 22 2. 65 12. 8 11. 0 5. 91 16. 9 13. 6 4. 07 0. 61 1. 02 3. 87 23. 2 32. 2 0. 61 2. 44 35. 2 1. 43 6. 11 4. 28 11. 8 11. 1 2. 09 4. 64 17. 9 9. 98 8. 12 18. 1 9. 51 3. 25 0. 23 1. 16 2. 55 16. 7 28. 1 1. 86 1. 16 31. 1 1. 86 11. 4 3. 02 16. 2 8. 66 3. 06 2. 65 14. 4 10. 5 7. 42 17. 9 12. 9 2. 94 0. 62 1. 79 3. 04 21. 3 25. 2 1. 27 2. 26 28. 7 3. 0 10. 6 4. 05 17. 7 Percentage of Total Errors Marked 14% 18% 21% 29% 18%Morphological Error: Verbs Morphological Error: Nouns Lexical Error Syntactic Error Mechanical Error Percentage of Errors by Year 0% 20% 40% 60% 80% 100% 1 2 3 Year Mechanical Error Syntactic Error Lexical Error Morphological Error: Nouns Morphological Error: Verbs Page 7 Volume 1 Number 2 October 2006 Accents Asia 7 The syntactic errors, the most prevalent errors, were mainly related to verbs, for example, the misuse of be-verbs, transitive and intransitive verbs, auxiliary verbs, no verb use, the word order in indirect questions, and tense confusion in relation to the conditional.From an English educator’s point of view, it was rather disappointing that many students made errors in the use of basic verbs such as â€Å"go†, â€Å"want† and â€Å"listen†, such as in â€Å"*I want to go my future†, â€Å"*I want become a doctor†, and â€Å"*I want to listen the story†. In the case of errors in conditional sentences, on the other hand, the structure was usually grammatically correct, but the meaning was irrational. For example, if a writer mentioned a celebrity such as a historical man/woman, movie actor, singer, athlete or an imaginary character, s/he had to make the sentence conditional.However, some used simple present tense. One of these examples is, â€Å" *If I ride Doraemon’s time machine, I can go everywhere†. This type of error was put into verb tense errors under morphological errors. As an explanation of Japanese students’ use of conditional, Thompson (2001) asserts that even when students have mastered the mechanics of forming unreal conditionals and wishes in all their complexity, the problem of concept remains. Additionally, it is difficult for Japanese students to use conditionals correctly, for there is a disparity in the use of conditionals in English and Japanese.Another characteristic in the syntactic errors stemed from interference from Japanese, their mother tongue (L1 interference). L1 interference is considered a major obstacle to second and foreign language acquisition (Ellis, 2003; Ferris, 2005; Lightbrown & Spada, 2002; Littlewood, 2002. Some examples from students’ essays are as follows: (a)* He challenged. ( ) (b)* They hit all over the world since 1984. ( 1984 ) In these sentences, t he writers used English equivalents for the Japanese words, i. e. , (a) chousen-suru=challenge, and (b) itto-suru=hit. Incidentally, the verbs â€Å"challenge† and â€Å"hit† are transitive verbs, which means these sentences are grammatically incorrect; therefore, they were classified as syntactic errors. Other syntactic errors from L1 interference are observed in Page 8 Volume 1 Number 2 October 2006 Accents Asia 8 relation to the choice of prepositions. The examples are: (c) *I will join to children’s network of UNICEF. ( ) (d) *I want to marry with him. ( ) The writers translated the Japanese prepositional particle â€Å"? [ni]† into â€Å"to† in example (c) and â€Å"? to]† into â€Å"with† in example (d). This type of error is common among Japanese students because transitive verbs include prepositions in their Japanese meanings; therefore it is hard to distinguish whether a verb is transitive or prepositional from the translat ed meanings. The second dominant error category was that of lexical errors, especially in first year student essays. Here again L1 interference was observed in word choices. (e) *I think his baseball soul is the biggest of all. ( ) (f) *I want to hear Murasaki Shikibu three questions. 3 ) In (e), â€Å"soul† and â€Å"big† do not match with each other in this context. The writer meant to say, â€Å"I think he has the strongest spirit in baseball. † In Japanese â€Å"soul† and â€Å"spirit† are given the same translation as â€Å"? ( )tamashii. † Besides, neither soul nor spirit can be â€Å"big† but rather â€Å"strong†. In (f), the verb â€Å"hear† is derived from the Japanese word â€Å" ( ) kiku†, which can also mean â€Å"listen† or â€Å"ask† in Japanese. These students seemed to have picked up words without thinking about content and collocation.Presumably, in English class, there is a tendenc y for students not to consult dictionaries for language usage but to look up word meaning only, then memorize the main translation of the word, and use this translation regardless of context. The third and fourth prominent error categories were noun related morphological errors and mechanical errors, especially spelling mistakes. In noun errors, article errors outnumbered the rest, accounting for as much as 10% of the total. The problem with articles stems from the fact that the Japanese language has no concept of articles and the countable and uncountable distinction.It is natural that Japanese students have difficulty in using them correctly. In addition, articles are introduced near the end in many of grammar textbooks, which in a sense is parallel to the language Page 9 Volume 1 Number 2 October 2006 Accents Asia 9 acquisition order described by Littlewood (2002) of a study of children acquiring morphemes in their native language. Plurals and articles have always been, and will continue to be difficult to teach to Japanese students, which is why some teachers wait until the end of school year to introduce them in class.Spelling mistakes, sorted as mechanical errors, comprised 10% of the total number of errors. This was partly because many students applied Japanese (katakana) pronunciation to English spellings. For example, writers who spelled *performence (performance), *calacter (character), and *confort (comfort) did not seem to spell according to his/her understanding of the pronunciation, but from how the words sound through the filter of katakana. Lastly the problem of organization as well as the use of conjunctions needs to be mentioned.Sentences starting with â€Å"because† were categorized as fragments which belonged to syntactic errors, whereas sentences starting with â€Å"and† and â€Å"so† were not treated as errors. â€Å"And† and â€Å"so† are taught as conjunctions that connect two phrases that carry equal weight in the sentence, whereas â€Å"because† is taught as a conjunction followed by a subordinate clause. However, the fact is that as many as 75 â€Å"and†s and 89 â€Å"so†s were observed at the beginning of the students’ sentences. James (1998) states that learners tend to overuse connectors to support logical relationships between propositions that just do not exist.It is probable that few students have learned how to organize English writing; that is, they do not know they should start with an introduction, followed by a main body, and then a conclusion, paying attention to the consistency of their thoughts. Those who were not familiar with English writing ended up listing items in order: who they wanted to meet, what they would like to do, and where they would like to go. Without cohesive devices such as paraphrasing and rephrasing, or markers that direct the logical flow of sentences, the writers could not communicate their ideas effectively.Conc lusion How, then, can teachers empower students to become better writers? Obviously the class time allotted for writing is limited, yet there are things teachers can do in order to improve students’ Page 10 Volume 1 Number 2 October 2006 Accents Asia 10 writing in other English classes. Judging from the fact that sentence fragments outnumbered other errors in this study, teachers need to draw students’ attention to the whole sentence structure and sentence combining when discussing verbs and other grammar points in class.The confusion between transitive/intransitive verbs and prepositional verbs can be pointed out in reading class, bringing awareness to the differences between English and Japanese. When students come up with a new verb, or even a familiar one, they should be aware of the conceptual gap between English and Japanese. One good example of a split between Japanese and English is the word (to see). There are many more English verbs for miru. In Japanaese mi ru is used when you perceive with your eyes, when you watch, look, view, overlook or investigate; when you take care of somebody like children or sick people, as in â€Å"kodomo wo miru†.You can even say miru when you try something, like ‘mitemiru’ or ‘yattemiru’, literally â€Å"try to see† and â€Å"try to do† respectively. Therefore, it is confusing for students to select the suitable equivalent of miru in English. They have to think about the context. Kowalski (2005) gives usages of in Figure 4: Figure 4 Different kinds of meanings associated with see (something that falls within your field of vision) look (intentionally at a stationary object) watch (something moving) Also, the gap between English and Japanese applies not only at sentential level but also to the lexical level.As I mentioned earlier, L1 interference affects both sentence structure and word choice. Underlying knowledge of usage and collocation enables students to choose the right words in right the places in their writing. Because of the avalanche of Japanese-English in the media, however, it has become even more difficult to eliminate these Japanglish words from students’ vocabulary. Teachers and learners should pay special attention not reinforce these words and phrases in the English language classroom. Page 11 Volume 1 Number 2 October 2006 Accents Asia 11Good writing, however, does not rely only on grammatical and lexical accuracy but also on the creativity in context and the logical flow of sentences. In order to write coherent, well-structured paragraphs and essays, the writers have to be creative and concentrate on the content as well. First, teachers can help students raise their awareness of how to organize English writing, and how units of sentences and paragraphs are connected with one another to form meaningful text. By recognizing the importance of coherency in their writing, the students can dedicate themselves to the i deas or message that they are trying to convey.I employ â€Å"process writing† for the improvement of this skill. In contrast to translation or guided composition, â€Å"process writing† emphasizes the processes such as planning, drafting, and reviewing (Johnson & Johnson, 1998 cited in Furneaux, 2000). In this contest, only a few participants seemed to employ this approach, possibly because of the time constraints of the competition. By reflecting on their writing process, students will internalize their grammatical and lexical knowledge and utilize it for production.Another effective approach to improve writing skill is to work on other language skills. All four skills are interconnected. Even though writing classes are not consistently available in school curriculums, compared to reading and oral communication classes, students can cultivate their writing skills by consciously reading or listening. Krashen and Terrell (1983) claim that speech and writing production emerges by focusing on listening and reading. Extensive reading outside of the class, for instance, will become a rich source for extensive writing.Exposure to authentic writing will help students expand their vocabulary and write well-organized, reasonably cohesive essays. In conclusion, I believe that Japanese students can become competent writers of English with the appropriate support from teachers. Quoting Kramsch (1993): â€Å"Teachers have to impart a body of knowledge, but learners have to discover that knowledge for themselves in order to internalize it† (p. 6). I suggest that teachers integrate the grammar focus while encouraging creativity and teaching organizational form.Learners, on the other hand, can enrich their knowledge of language by taking every opportunity to use it, developing learning strategies outside of the class, and reflecting on the writing process before, during and after they write. Page 12 Volume 1 Number 2 October 2006 Accents Asia 12 Referenc es Ellis, R. (2003). Second language acquisition. (8 th ed. ). Oxford: Oxford University Press. Ferris, D. R. (2005). Treatment of error in second language writing. Ann Arbor: The University of Michigan Press. Furneaux, C. (2000). Process writing.The University of Reading school of linguistics and applied language studies. Retrieved September 29, 2005, from http://www. rgd. ac. uk/AcaDeps/cl/slas/process. htm James, C. (1998). Errors in language learning and use Exploring error analysis. Essex: Pearson Education Limited. Kowalski, C. (2005). Translation in the writing class: friend or foe? In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds. ). JALT2004 Conference Proceedings. Tokyo: JALT Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press. Krashen, S. D. Terrell, T. (1983). The natural approach: Language acquisition in the classroom. San Francisco:The Alemany Press. Lightbrown, P. M. & Spada, N. (2002). How languages are learned. (2 nd. ed). Oxford: Oxford University Press. Littlewood, W. (2002). Foreign and second language learning. (17 th ed. ). Cambridge: Cambridge University Press. Minegishi, H. (2005, March). The questionnaire result. Saitama high school English education bulletin, 41. 49-59. Ministry of Education, Culture, Sports, Science, and Technology. The course of study for foreign languages. 2003, March). Retrieved November 20, 2005, from http://www. mext. go. jp/english/shotou/030301. htm Sonoda, N. (2005). A comparative study of two approaches to English writing: translation and process writing. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds. ). JALT2004 Conference Proceedings. Tokyo: JALT Thompson, I. (2001). Japanese speakers. In M. Swan & B. Smith (Eds), Learner English: A Page 13 Volume 1 Number 2 October 2006 Accents Asia 13 teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.

How to communicate with students through technology

How to communicate with students through technology Your students are on devices all day long, constantly texting, scrolling through social media, and checking email between classes (and sometimes during class). While many schools have technology policies and some teachers ban devices in their classroom, some are embracing tech to reach this generation in key ways: as teaching tools within the classroom, through multimodal assignments, and through communication beyond the classroom. Tech is increasingly being used in the classroom as a learning tool- even as the assignment itself. Your students are learning how to build personal websites and sophisticated presentations using software like Google Slides, Prezi, or Canva; students today are increasingly more likely to upload a file rather than print an assignment on paper.Consequently, teachers writing notes on the margins of an assignment in red ink is becoming a thing of the past. Whether it’s a way to reach the eyes that are overly invested in their screens or simply to find t he most functional way to give feedback on various types of media, there are several ways to use tech as a communication tool in and beyond the classroom.But first let’s be clear about what not to do: no texting students or communicating via social media apps. Although you want to reach students, communicating with tech they primarily use with friends or family muddies the effectiveness of your messaging, and potentially communicates a lack of seriousness to some students. It also interferes with your own ability to set proper boundaries between you and your students, as well as between your work life and your home life. It’s not about being the cool techy teacher. It’s about finding tools that suit your needs and meeting your students where they are.Go PaperlessThe paperless classroom can be a way to not only stop the spread of germs, but also make turning in an assignment as easy as clicking a button. Wouldn’t it also be great to give students feedback just as easily? Using the comments features on Microsoft Word or platforms like Google Docs can be great for providing feedback to students who can reexamine the assignment in the same way they created it: on screen.This isn’t just about convenience; electronic feedback lets you make changes directly to their document, allowing them to get a sense of what the finished revision would look like without the need to decode your handwriting. Google Docs can also be a great way to communicate to students engaged in group work and allow easy communication among multiple users.Going paperless can be more easily facilitated when your school uses LMS (Learning Management Systems) like Canvas or D2L, but there are a number of Google products like Google Sites that can allow teachers seeking out a user-friendly platform to provide online syllabi, updates, and assignments that students can access quickly.Voice VideoWe so often gear the classroom towards reaching auditory, visual, and kin esthetic learners to reinforce the multiple ways students receive messages, but some teachers rarely mix it up in their feedback- which is often written. Providing feedback on documents using voice annotations features that exist in programs like Microsoft Word or creating voiceovers on video-recorded presentations with programs like Screenflow can be a great way to reach students who are auditory learners. It’s also a way to engage students who get to hear the real voice of the teacher and read impressions and detect enthusiasm that can get lost in written feedback.The great thing about tech is that it allows more types of communication and creative ways to engage students- but it also is a two-way street. Various apps that allow you or your students to develop video with some flair like Filmora or Animoto can be a dynamic way to engage class material for everyone.Interactive TechIn the classroom, communicating course content can be made more interactive by creating lessons where technology use is required through platforms like Blendspace (which can incorporate a YouTube video, Power Points, images and documents). You can engage students with interactive games like Kahoot- a quick multiple-choice quiz game the entire class plays on their phones or computer. Or you can engage student feedback through interactive polls like Poll Everywhere or Micropoll.By inviting students specifically to use the devices they are so familiar with, you can help facilitate the learning process and get your students excited to learn.

Free Essays on F Scott Fitzgerald

In James Baldwin’s story, Sonny’s Blues the author uses the main characters and subtle hints of racism to illustrate the theme. The theme simply stated is that after people grow up and go away from each other for a while that eventually people comeback to reunite with childhood friends and family. The story starts out with Sonny’s brother taking the subway, so that he can go to his teaching job at the high school. While teaching that day, he has this very uneasy feeling in his stomach. That very uneasy feeling in Sonny’s brother’s stomach is like a melting block of ice, similar to that cold, tingly, feeling somebody has all over his body. Sonny’s brother also is the narrator for the entire story. Then the story truly begins when, the author uses the literary technique of flashback to talk about how Sonny just got arrested for selling and using heroin. The story explains how Sonny uses his music to express how he feels. For example, if Sonny feels angry he writes lyrics for a song that represents his anger. Sonny was the perfect child in his father’s eyes. Sonny’s father wanted Sonny to become something more distinguished, than a jazz musician. Sonny followed his heart and became one anyway. The text implies that Sonny goes his own separate way from everyone else in his family; and that he is more passionate then prudent. Creole is the bass player that leads the jazz band of which Sonny is a member. This character is very unique because he gets to play the role of a fatherly figure. The purpose of the fatherly figure is to provide Sonny not only with guidance in his music but also with guidance in Sonny’s life. Creole tries hard to show to Sonnyà ¢â‚¬â„¢s brother that sometimes it is better to just let go even if it is difficult. The story progresses to when Sonny and Sonny’s brother are having a conversation about why Sonny chose to leave Harlem, New York. Sonny states that he left Harlem to get away from... Free Essays on F Scott Fitzgerald Free Essays on F Scott Fitzgerald In James Baldwin’s story, Sonny’s Blues the author uses the main characters and subtle hints of racism to illustrate the theme. The theme simply stated is that after people grow up and go away from each other for a while that eventually people comeback to reunite with childhood friends and family. The story starts out with Sonny’s brother taking the subway, so that he can go to his teaching job at the high school. While teaching that day, he has this very uneasy feeling in his stomach. That very uneasy feeling in Sonny’s brother’s stomach is like a melting block of ice, similar to that cold, tingly, feeling somebody has all over his body. Sonny’s brother also is the narrator for the entire story. Then the story truly begins when, the author uses the literary technique of flashback to talk about how Sonny just got arrested for selling and using heroin. The story explains how Sonny uses his music to express how he feels. For example, if Sonny feels angry he writes lyrics for a song that represents his anger. Sonny was the perfect child in his father’s eyes. Sonny’s father wanted Sonny to become something more distinguished, than a jazz musician. Sonny followed his heart and became one anyway. The text implies that Sonny goes his own separate way from everyone else in his family; and that he is more passionate then prudent. Creole is the bass player that leads the jazz band of which Sonny is a member. This character is very unique because he gets to play the role of a fatherly figure. The purpose of the fatherly figure is to provide Sonny not only with guidance in his music but also with guidance in Sonny’s life. Creole tries hard to show to Sonnyà ¢â‚¬â„¢s brother that sometimes it is better to just let go even if it is difficult. The story progresses to when Sonny and Sonny’s brother are having a conversation about why Sonny chose to leave Harlem, New York. Sonny states that he left Harlem to get away from...

Cultural Awareness Plan Japan vehicle co. Ltd

Cultural Awareness Plan Japan vehicle co. Ltd Communicative styles The communication styles used in many organizations may differ but most of them tend to be related. Every business organization such as the Japan vehicle co. Ltd, require a good method of communication between the employers and the employees. There should be a preferred chain of communicating such that the relevant information is relayed to the appropriate people in a business.Advertising We will write a custom critical writing sample on Cultural Awareness Plan: Japan vehicle co. Ltd specifically for you for only $16.05 $11/page Learn More Information from the headquarters’ manager should first of all reach all the managers under him in different outstations of the company before reaching the mechanical workers of the company. Thus a descending chain of communication is preferred especially for multinational organizations (McShane Von, (2005). Preferred leadership styles The most preferred leadership styles in business organizati ons include the participative leadership style. The leaders in different sections of an organization should have good interpersonal relationships even with the workers at the lowest level. In the Japan vehicle company for example, the managing director should be likable and caring to those who test the manufactured vehicles. Another preferred leadership style is the ideological leadership. This will involve focusing on the important issues first. The tasks that have an immediate need should always be addressed first. It would be a waste for the Japan vehicle company to continue manufacturing more busses than cars while cars are on a higher demand. The change oriented leadership style is also very important since it allows for changes in the business undertakings when need arises. This style incorporated with the ideological style usually work very well (Sims, 2002). Business ethics It was found that many businesses have different but almost same business ethics. The most preferred b usiness ethics should include social responsibility whereby all the employees under the same rank are treated equally without any discrimination of color, race or even ethnic groups. The business conduct was also a preferred business ethic. Businesses should perform the tasks within their capabilities to avoid delivering harmful services to customers. Integrity is also a preferred business ethic whereby, businesses should operate within the laid laws and rules (Sims, 2002).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Motivators The most valued motivators to business organizations should be those that, after a short period of emulation bring about positive changes. In the vehicle company, the most valuable motivator is the business value. Bearing in mind the value of the business and the impact that it has on the general public give all employees the zeal to improve on their work. The high demand and the good reputation of the company are also motivational factors which increases the performance of all workers (Deresky, 2008). Potential conflicts Almost all business organizations will at one time or another experience some conflicts. Considering that the Japan vehicles company, an international organization, the employees are from different nations although the high percentages are Japanese. Most of them have different cultural practices as well as religious beliefs. This brings conflict between the employees as each seems not to bother about the others culture as well as religion. All employees seem to want a share in the premises provided by the company to some employees, a situation which brings conflict in the company. It was also found that the relationship between Japan and the United States was deteriorating. This was because many Americans were employees of the company and the government was in fear that the United States would at one p oint try to overtake the business. The height of bribery and corruption was also found to be on the rise. Some of the company’s products seemed to disappear with some vehicles being sold without all records of any transaction having taken place. The few women workers were also raising alarm that their presence was not felt in the organization. Cultural awareness goals The entire organization’s cultural goals were being aimed at providing information to all workers to treat on another with respect and concern, bearing in mind that everyone was equal to the other as per the organization.Advertising We will write a custom critical writing sample on Cultural Awareness Plan: Japan vehicle co. Ltd specifically for you for only $16.05 $11/page Learn More Women were also being encouraged to participate in the many areas of work in the organization so as to reduce the blame on the company that women were not being appreciated. The cultural awareness go als of the company were also aimed at reducing all the conflicts that frequent arose in the company between the employers and the employees (Duetsch, 2002). Current state Through proper analysis of the company’s documentation, it was possible to deduce from the information provided the current status of the employees in the company. Interviews and questionnaires also would work appropriate will trying to examine the cultural status of the employees. Challenges The major challenge experienced during the cultural awareness plan was insufficient information. Although much information was contained in documentation, most of it was general and not specific to the company. The response of employees always seems to be less involving with some of them being unwilling to give information about themselves. Solutions Sufficient and concrete information that does not affect the operations of business should be open to the general public. This will help to get comments about the business and ways that can be used to improve the business performance. Employees should also be given proper training, not only in terms of their work, but also in terms of their relationships with each other. All businesses should also have a proper way of handling all the undertakings involved in a business. This will help reduce such things like, corruption and bribery as well as fear from the external competitors (Deresky, 2008). Reference List Deresky, H. (2008). International management: Managing across borders and cultures:  text and cases. Upper Saddle River, NJ: Pearson Prentice Hall. Duetsch, L. L. (2002). Industry studies. Armonk, NY: M.E. Sharpe.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More McShane, S. L., Von, G. M. A. (2005). Organizational behavior:emerging realities for  the workplace revolution. Boston, Mass. McGraw-Hill/Irwin. Sims, R. R. (2002). Teaching business ethics for effective learning. Westport, Conn: Quorum Books.

Commercial Analysis and Planning Essay Example | Topics and Well Written Essays - 3000 words

Commercial Analysis and Planning - Essay Example When aircrafts were invented, continuous monitoring and hands-on by pilots was mandatory if the flight had to be flown successively (Bruseberg, & Johnson, 4). However, with the advancement it aircraft technology, planes that could facilitate long hours of flight were made. As a result, pilots suffered from fatigue and therefore a mechanism had to be invented to minimize this, autopilot: the first step to cockpit automation. In 1912, a corporation by the name Sperry, became the first to develop aircraft with autopilot feature. It was composed of a gyroscopic heading and attitude indicators which were connected to elevators and rudder that were operated by hydraulics. This enable the plane to follow the compass bearing and fly straight without negotiating corners (Damos, 11). Many were inspired by the invention and in the year 1930, Royal Aircraft Establishment, a corporation of England came up with their own autopilot which was referred to as pilots’ assister. It was built from , pneumatically-spun gyroscope, an advancement from the initial hydraulically operated ones. The development grew with the invention and inclusion of instruments that would allow the plane to be flown during the night. Autopilot has undergone computerization in modern planes. Modern level of autopilot are one-axis, two-axis and three-axis. Complex plane uses the three-axial autopilot. The purpose of autopilot is to control the plane when it takes off, during climbing, the smooth level air flight and during landing respectively (Billings, 23). Finally, current autopilot relies heavily on computers rather than the physical compass that was used by earlier aircrafts. Another phase of cockpit automation is in auto-throttle. In initial aircrafts, the pilot used to manually control the flow of fuel to the engine. However, auto-throttle has replaced this thus reducing pilots’