Close Encounters of the Third Kind Essays

Close Encounters of the Third Kind Essays Close Encounters of the Third Kind Paper Close Encounters of the Third Kind Paper Close Encounters of the Third Kind BY AKA97 Synopsis: After a secretive re-appearance of World War II period contenders reemerge in Mexico, cableman Roy Neary has an unusual experience with a gleaming light during a standard help call. He pursues the light, nearly making him hit a little youngster with his vehicle. The young men mother, Jillian Guiler, found the young men room vacant and came to discover him. After the occurrence, Roy is burned from the sun from the strange light, and is tormented by pictures of a mountain and the sound of a similar 5 notes. Roys town is cleared ut by the administration because of doubts of an anticipated outsider landing. The reports on the news show the equivalent strange mountain that Roy has been finding in his mind, so he chooses to take off to the mountain. He is before long caught by the military, alongside Jillian, whom he reunites with, discovering that her child was kidnapped by the mists. Roy and Jillian break to the mountain, where they locate a huge military activity. Before long, several UFOs show up in the night sky, plummeting upon the mountain. Government researchers start utilizing a console to play the 5-note grouping cap Roy had heard (normal among other people who have experienced the UFOs) trying to speak with the boats. The littler UFOs vanish, and are before long supplanted by an enormous mothership-like UFO. The researchers, once more, endeavor correspondence with the enormous UFO, and succeed. After a concise melodic discussion, the boat opens, and a few people rise, every one of whom had been accounted for missing, including Jillians child, Barry. At that point, a tall, awkward outsider shows up in the opening, trailed by a huge gathering of youngster measured outsiders, who assemble a gathering of individuals who promotion elected to go with them, including Roy. The boat departs, and vanishes into the night sky. Classification: Science Fiction: Science fiction (science fiction) films are regularly films with situations that depend on logical hypothesis; things like outsiders and interstellar travel are normal. Regular topics would incorporate the formation of the universe, equal universes, and frequently equals to current social issues. CEotTK: Close Encounters of the Third Kind is vigorously situated in the conviction that outsiders exist, a hypothesis that science and space investigation cannot verify or refute Just et. Outsiders are very predominant in the film, and the film investigates transparency even with the obscure, as Charlene Engel composed (The Films of Steven Spielberg). On the off chance that Barry and Roy could be so open with the outsiders, how could the U. S. be so open with the Soviet Union? (Referencing the Cold War) Significance: Close Encounters is incorporated as perhaps the best film ever because of its vital symbolism. At the point when somebody cuts a mountain out of pureed potatoes, the vast majority would consider Close Encounters. At the point when the 5-note grouping is played, numerous individuals will think about the cene where the mothership starts imparting. When Steven Spielberg was approached to choose a picture to summarize his movie profession, he chose the shot of Barry opening his front entryway, in a matter of seconds before hes snatched, and seeing the brilliant light of the UFO. Close Encounters likewise helped sci-fi films reappear, alongside Star Wars and Superman. Crowd: The target group of the film could be depicted as the individuals who do accept that theres keen life among the stars. The Tllm Is aoout people groups experlence wltn extra-terrestrlals. I nere Is a very suDtle omance towards the finish of the film that could tempt female watchers. Reason: The motivation behind the film is to engage. Many would need to recognize what a genuine outsider experience would resemble, and this film engages that thought. Authenticity: I feel that this film passed on a reasonable setting as well as possible, given its class. The science fiction sort is hard to place authenticity into, so it depends for the most part on characters to pass on it. For this situation, Spielberg worked admirably of causing these characters to appear to be genuine. Roy gradually builds up a crazy fixation on the mountain picture, and Richard Dreyfuss (Roy) ives a spot-on execution of what that would resemble. In addition to the fact that we see Roys response to the outsider experience, yet we additionally observe his familys response. As Roy goes gradually crazy, his significant other, Ronnie, starts to fear for his wellbeing, and the security of their kids. Teri Garr (Ronnie) gives an incredible depiction of a mother and spouse that is destroyed by her husbands dangerous fixation. These 2 characters give an extremely practical depiction of a family that is destroyed by, once more, damaging fixation. Grants: Oscar for Best Cinematography, BAFTA for Production Design, Saturn Award for Best Chief and Best Music, Grammy for Best Original Motion Picture Score, Golden Reel for Best Sound Editing Sound Effects. Right now, Close Encounters has been safeguarded in the National Film Registry for its social impact. It is additionally referenced in some mainstream society staples, for example, James Bond (Moonraker), South Park, The X-Files, That 70s Show, and The Simpsons. Contribution/lnterest: This film was extremely fascinating to me. As a child I was intrigued by the chance of outsiders visiting Earth, and this film illustrates what may occur if outsiders decided to land in an unassuming community. It was likewise intriguing to see Roys plunge into franticness after his experience, and the outcomes that accompany it. The film was fairly moderate paced, however it helped me get a smart thought of what was happening and allowed me to anticipate what the outcomes would be for sure activities. Creation Techniques: The film is extremely direct, and doesnt use flashbacks. It utilizes 2 alternate points of view; one is Roy, whos looking for answers, and Jillian, whos scanning for her missing kid. A large number of the impacts were pragmatic, for example, the UFOs. Many were simply regular items with lights joined to them. Study: I unquestionably preferred the film. It was fascinating to me, as a 16-year-old. A lot of science fiction motion pictures attempt to go for a stun factor to pull in the crowd without offering a decent plot or characters, yet this film surrenders the underlying stun factor for an extraordinary story that investigates the response of people to visiting outsider life. The last scene with the UFOs is one of the most essential scenes of any film IVe found in some time. While the film is very moderate, it keeps you drew in with an extraordinary story. I feel that its exceptionally meriting its 91% Metacritic rating.

The main idea behind use of biomimicry techniques

Biomimicry, additionally called bionics, is another part of science that investigates common structures and procedures in order to transplant these plans to discovering answers for human problems.The primary thought behind utilization of biomimicry strategies is that â€Å"nature, inventive by need, has just tackled a significant number of the issues we are catching with†, and the living beings that made due right up 'til today are the key to progress, rather than those that are covered as fossils (Benyus, n.d.).Scientists can find the standards fundamental characteristic marvels to apply them later to plan of human practices and items. The closer human culture and creation approaches nature, the closer is the objective of economical development.Biomimicry can help take care of various issues in the most differing zones of science. One of those is the creation of extra solid materials. As opposed to people that utilization the â€Å"heat, beat, and treat† for this reaso n, nature makes intense stuff like collagen and bone from common materials inside the body.The spider’s web is in truth substantially more suffering than normal steel and created of cheap materials in an earth amicable manner. Information on how humankind can copycat the spider’s work would assist individuals with making fiber similarly would create an insurgency in the business. The equivalent is valid for the proposition to present normal farming frameworks that would supplant conventional annuals with plant societies indigenous to the domain that would gracefully the land with common composts whenever permitted to overwinter.Biomimicry can adjust the manner in which we arrange living species. Starting today, most scholars follow the customary characterization gathering life forms as per their birthplace. A cow and a dolphin are set in a similar class of well evolved creatures despite the fact that they have a totally extraordinary environment and adjustment mechanis ms.From the bionic point of view, creatures and different species that have comparable versatile systems and utilize comparative procedures can be assembled with the goal that their unique highlights can be assessed and concentrated by researchers. Under this viewpoint, dolphins can be gathered with fish so their strategies for moving submerged can be explored effectively.Biomimicry would imply that people would get fortified hold over their transformative turn of events. No longer would humankind be in struggle with nature, attempting to re-shape it in its own specific manner. All things delivered and way of life would turn out to be not so much fake but rather more natural.The most noteworthy progression would originate from the use of biomimicry procedures in medication where it is utilized in â€Å"replacement or improvement of organs or other body parts by mechanical versions† that vary from normal â€Å"prostheses by impersonating the first capacity intently, or in any event, outperforming it† (Wikipedia, 2006).Examples incorporate the cochlear embed planned for individuals with hearing disabilities, fake hearts, respirocyte, a red cell structured with the assistance of nanotechnologies, and a silicon retina working like the human one (Wikipedia, 2006). Taking a gander at these advances, one can make the determination that human species would now be able to control its own development in the manner no different species had ever been capable. Depending on logical advances to recreate characteristic procedures and plans, people can address â€Å"failures† of nature for impaired and wiped out people, helping them come back to ordinary life.The utilization of biomimicry has significant ramifications for pharmaceutical organizations. They would now be able to deliver new, improved medicine imitating the structures and procedures utilized naturally. Investigating sharks, anemones, and different creatures, researchers have found that  "mrine animals, which live encompassed by pathogens in the ocean, are loaded with novel defenses† (Benyus, n.d.). Following nature in the piece of new medications, pharmacologists can re-make this normal assortment by making prescription that will reflect these characteristic items and help people in the equivalent way.Natural substances are frequently the best answers for human issues since they are applied in nature to mend and fix. As expressed above, life forms that were wasteful in their plan and neglected to create dependable approaches to manage maladies are a distant memory, after they had been pushed to the sidelines of the advancement. Those that endure can offer humankind solid approaches to battle with disease.Many pharmaceutical organizations have perceived the development of new chances to improve their contributions. The Danish pharmaceutical organization Novosymes that leads in mechanical chemicals and microorganisms is one of the pioneers around there. Creatio n of chemicals for some, different ventures adds to the assembling of â€Å"laundry cleansers, bread, olive oil, wine and even the turf on the nearby golf course† (Fried, 2004).For model, in the cleanser fabricating it bodes well to utilize compounds since they perform superior to ordinary cleaning substances. Catalysts that are available in for all intents and purposes each living life form are essentially â€Å"biodegradable proteins that accelerate all indispensable natural processes† (Fried, 2004). Developing life forms, for example, microorganisms and parasites, Novozymes attempts to distinguish living beings that produce a high measure of chemicals. Actually, researchers even join microorganisms depending on DNA arrangements to deliver new enzymes.Thus, the utilization of biomimicry in pharmaceutical business and other professional workplaces permits organizations to all the more likely address the issues of their clients and award individuals more noteworthy com mand over their lives. This doesn't imply that organizations utilizing biomimicry strategies will be controlling human lives. In any case, by mimicking nature, they will ideally have the option to make human culture increasingly feasible and monetary development and advancements progressively adjusted and ecologically friendly.ReferencesBenyus, J. Biomimicry. Recovered August 7, 2006, from www.biomimicry.netFried, R. (2004). A Business Built on Biomimicry. Recovered August 7, 2006, from http://www.tidepool.org/original_content.cfm?articleid=120228Wikipedia. (2006). Bionics. Recovered August 7, 2006, from http://en.wikipedia.org/wiki/Biomimicry

Real Snow!

Real Snow! Despite what I said last time, I did manage to snap a couple of pictures of CPW, so here they are: Mason 10 (yes, that Mason, from the facebook group you all know and love) helps me make signs for the dorm. Go Mason! The Snack Bar, where we kept the thousand-plus dollars worth of food all weekend. There was a mix-up with our food order- we were supposed to get 15 gallons of ice cream on Thursday morning that never showed up- so the ice cream we bought at the supermarket, which was only supposed to supplement the rest of it. We had to run out in the middle of the event to buy more. The rest of the ice cream finally arrived. There was a lot of it. =) This schedule was on the wall near the front entrance of Burton Conner. Im disproportionately proud of that arrow. I think its so cool. When we were trying to cram all of our food into the various fridges in the snack room, we found that one of them wasnt turned on. The house manager, Ken, noticed this and sent someone to fix it. (The house manager is in charge of dorm maintanence.) He told us the fridge was working again, so when we finally got our full food order, which included all kinds of breakfast foods, we decided to use it to keep the breakfast drinks cool. I opened the fridge in the middle of the night to grab something and did a double take. Why does the milk look so funny? I thought. It was literally less than a day old, it couldnt have gone bad yet, so why did it look soyellow? It turns out that when the fridge had been turned on, it had been turned all the way up to freezing. We unplugged it and let everything defrost, but some of you were lucky enough to get frozen milk chips in your cereal the next morning. =) In other news, my floor went on an overnight trip the weekend before CPW, and it was beyond awesome. No, seriously. See, Burton Conner has something called IFAF- InterFloor Activities Fund. Basically, to promote dorm unity, if you bring a certain number of people from different floors with you on any kind of trip, the dorm will pay for it (or at least subsidize the cost.) My GRT (grad student RA, basically, for those of you unfamiliar with the term) is a really active member of MITOC- the MIT Outing Club, which owns a cabin in New Hampshire. So, after what was quite possibly the most stressful week of my life, my floormates and I packed our bags and headed up to New Hampshire for a completely free weekend away from the Institute. The beautiful scenery leading to the cabin. (We got there when it was dark and had to trek down some path of unknown length with flashlights. It was kind of crazy.) The above are pictures of the cabins kitchen and loft, where everyone sleeps. Theres also a lounge area downstairs, where we sat around and played games and ate junk food. Mmm, cookies. Yum, smores. Despite the fact that there was more than enough sleeping space for everyone in the loft, a few members of the group decided to be hardcore and sleep outside in the snow. Sam and I were among them. And heres the rest of the crew. Im insanely proud of this picture, because I told everyone to gather in and then held my camera out at an angle in an attempt to take a picture of all of us without looking. This was what I got on my first try. How awesome is that? From left to right are Diana 08, Rick 09, Adelaide 09 (comments on the blogs as Dizzle, because Sam makes weird nicknames for people), Sam 07, and me. The view from the tent door when we woke up in the morning. After waking up, we had some breakfast, cleaned up the cabin, and then made our way out to a natural ice formation called the Flume nearby. We hiked around the area and engaged in all sorts of fun, wintery activities. The snow was amazing. Im a summer girl at heart, and I only put up with winter because of the snow, and the possibility of things like snowboarding, which I love. But I havent been this year, and the snow we got on campus was just not snow. It was slushy gross wet stuff that pretended to be snow. But out in New Hampshire, this was the beautiful stuff. Perfect for things likesnowball fights. I love this picture. And this one. (I somehow got into a good rhythm with my camera and managed to be ready to snap pictures at exactly the right moments during this particular snowball fight.) Alex 08 and Mark 09 are still friends, despitewhat you see here. The whole group of us. (Actually, there were even more who went home right after breakfast and missed all the fun youre about to see.) We hiked through the woods, and I literally took hundreds of pictures. The scenery was just so beautiful. I had a really hard time picking only a few for the blog. We are warned not to continue forward, but whatever, our GRT is the most hardcore person ever. (No, really, hes been shot, stabbed, stranded on a deserted island, and so on and so on. Im not even kidding.) The Flume. Its pretty awesome. I take some artsy pictures. On the hike back to the cars, we stop for some snowtubing. It was a lot of fun until Rick careened right off the edge of the path. But then he got up and it was still fun after that. =) Rick 09, me, and Wes 10 are rocking the snowshoes. My pants got kinda wet. And there you have it, Conner 2s awesome, snow-filled weekend adventure. I literally had the best time ever on this trip- like I said, Id had a really rough week and it was blissful to get away from MIT and have some fun in the snow. It was definitely in the top 3 of my favorite things Ive done here so far. The best part is- it was completely paid for. So for those of you who are asking if its possible to get away from MIT sometimes, the answer is.did you read any of this blog entry? =) Post Tagged #Burton-Conner House

Beauty And Natural World William Shakespeare Essay

Beauty and Natural World Shakespeare occupied an unparalleled figure in English Literature. He created 154 sonnets. The Shakespeare sonnet is a bright pearl in English poetic history. The most famous one is probably Sonnet 18, often alternatively titled â€Å"Shall I compare thee to a summer’s day†? It is one of the part of the Fair Youth sequence which published its first edition in 1609. In the work, the speaker described the destructive power of time. The eternal beauty that are bought from the poem to the one he loves. A nice summer’s day is usually transient, but the beauty in poetry can last for ever. Nicholas Moschovakis in his article â€Å"Sonnet 18† in The Facts On File Companion to Shakespeare said â€Å"The famous Sonnet is a paradox†(Moschovakis 280). However, I think that this poem represents Shakespeare’s spirituality. His belief and message that he tried to convey through the sonnet was that good things will last forever. In t he beginning of the article, Moschovakis mentioned, â€Å"It praises the beloved but denies the beloved the benefit of that praise. † (Moschovakis 280). He thought Shakespeare compared the young man to be as beautiful as summer. However, as you read more of the sonnet, the narrator contradicts himself as he realizes that summer can be harsh and brutal. It is too short and won’t last forever. The young man that was compared to summer is seen as more beautiful; he is considered almost perfection. The author believed the speaker is not praising the youngShow MoreRelatedEssay on The Life of William Shakespeare1042 Words   |  5 PagesLife of William Shakespeare William Shakespeare is one of the most identifiable icons of England. Shakespeare was one of the greatest and most influential playwright and poet during his lifetime. He is known as the greatest dramatist of all time due to his many poems and plays, such as â€Å"Shall I Compare Thee To A Summers Day?† and Romeo and Juliet. 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Macbeth is a tragedy written by William Shakespeare in 1604; Sir Gawain and the Green Knight was written in the 1300’s by an unknown author. The following essay is going to compare and contrast the two stories mentioned above based on historical setting, cultural context, literary styles, and the aesthe ticRead MoreWilliam Shakespeare s Poetry Of Love1612 Words   |  7 Pageswill focus on the poetry of William Shakespeare. Shakespeare was a world-renowned poet and playwright. Shakespeare had a romantic heart and his poetry is shaped by love. His poems usually depict the passion and sacredness of relationships. By comparing two poems from William Shakespeare it is shown how he has been able to articulate the poetic theme of love. This seminar will analyze and explore two of Shakespeare’s poems focusing on the particular theme of love. Shakespeare deals with deep and enduringRead MoreEssay On Sonnet 65 By Shakespeare1006 Words   |  5 Pagesexecution. Shakespeare was a master of his time with his famous Elizabethan poetry; he became so adored by utilizing a delicate balance of word and verse. He is meticulously careful in crafting his signature sonnets, and is world-renowned throughout the ages due to his elements of imagery that contribute to his universal themes of love and the everlasting nature of poetry. His sonnets are still thought of until this day as beautiful illustrations of reality, and sonnet 65 is no exception. Shakespeare wroteRead MoreIn The PoemsMy Mistress Eyes Are Nothing Like The Sun1137 Words   |  5 Pages In the poems My Mistress Eyes Are Nothing Like the Sun and Shall I Compare Thee to a Summer s Day?, William Shakespeare seems to compare his loved ones to nature frequently. When you read these two poems you can really see he uses natural elements in order for him to show that nature is superior to human life. However, Shakespeare comes to the conclusion that even though nature is more perfect than human beings, he loves his lovers more than nature for the unique qualities that human beingsRead MoreThe Supernatural in William Shakespeares A Midsummer Nights Dream1550 Words   |  7 PagesThe Supernatural in William Shakespeares A Midsummer Nights Dream Consider the presentation of the supernatural in A Midsummer Nights dream. In what way does it reveal Shakespeares moral and philosophical concerns? How does Shakespeares stagecraft (setting, Characterisation, language, verse form etc) facilitate the consideration of his concerns? and how do we as a modern audience respond to the play as a piece of theatre? The main themes of A Midsummers Night

Synopsis Of A Poem Rhyme - 1574 Words

Hye Jung Yang Dr. Solomon ENGL 2530 C April 2, 2015 History of Rhyme These days, many songs repeat the same sounds again and again. Also, singers and songwriters say it is really important to create songs that are catchy and that everyone can sing along to easily. Most songs that are popular worldwide are easy to remember because they constantly repeat the same sounds. The repeating sound is referred to as ‘rhyme’, and according to Cambridge dictionary it means two or more words with the same final sound, or the use of such words, especially at the end of lines in a poem or song. The Billboard charts show weekly population of songs or albums in the United States. If a song were placed in high rank on this chart, it would mean the song is popular in world not only in the United States but worldwide. After learning this, I checked some of the song lyrics that had high ranks, and I noticed the songs have a lot of rhymes. Moreover, Songs are not the only type of media that uses words that rhyme. As Paul Muldoon said fifty per cent of television ads use rhymes. The rhyme is around us at all times. People just do not realize because rhyme comes naturally to everyone. I actually thought the word ‘Rhyme scheme’ was created in the twenty-first century. However, I realized that is not true after I learned about the sonnet in class. Usually, sonnets use rhymes a lot. There are two major rhyme schemes on sonnet: Petrarchan (or Italian) sonnet and Shakespearean (or English) Sonnet. BothShow MoreRelatedThe Horses by Edwin Muir Essay1071 Words   |  5 Pages‘The Horses’, by Edwin Muir, is a poem which forced me to think about the unthinkable – the annihilation of humankind as a result of a nuclear war. Paradoxically, however, Muir seems to me to take an optimistic view of such an event. 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Behavioral Patterns of Selected 4th Year Students in San Pedro High School Free Essays

string(36) " after the exam asks why he did it\." Bulacan State University College of Education City of Malolos, Bulacan. â€Å"Behavioral Patterns of Selected 4th year students in San Pedro High School† Submitted to: Violera Reyes, Ed. D. We will write a custom essay sample on Behavioral Patterns of Selected 4th Year Students in San Pedro High School or any similar topic only for you Order Now Submitted by : Glendys Orolfo Kenneth Pabilonia Naomi Palao Maricris Palo Rogelio Ramos Mary Grace Regalado Micha Joy Rejano Cayneth Reyes Milca Joyce Roque Renz Ruzzel Santiago Andrea Marie Santos Mary Jane Villanueva Rich Ann Winfield ABSTRACT This research paper identifies the behavioral patterns of selected high school students in San Pedro High School, Hagonoy, Bulacan. The first chapter presents a short introduction about adolescence. In their age, high school students were now entering the first stages of adolescence. The second chapter shows related theories about this study. The third chapter shows the method of research done in this study. The fourth chapter presents the data gathered from the respondents. Graphs were used to show the data in a logical and orderly manner. The fifth chapter attempts to conclude the study by telling the behavioral patterns discovered in the selected high school students. TABLE OF CONTENTS Chapter I – Introduction Chapter II – Theoretical Framework Chapter III – Methods of Research Chapter IV – Interpretation and Analysis of Data Chapter V – Summary, Conclusion and Recommendation Curriculum Vitae CHAPTER I Introduction I. Introduction The social behavior of human changes as they enter adolescence. In humans adolescents typically increase the amount of time spent with their peers. Nearly eight hours are usually spent communicating with others, but eight percent of this time is spent talking to adults. Adolescents report that they are far happier spending time with similarly aged peers as compared to adult. Consequently conflict between adolescents and their parents increase at this time as adolescents strive to create a separation and sense of independence. These interactions are not always positive; peer pressure is very prevalent during adolescence, leading to increase cheating and misdemeanor or crime. According to Judith Rich Harri’s theory of group socialization, children and adolescent are shape more by their peers than their parents. Peers can encourage both pro-social behavior, which peeks at 11-12 years old or anti social behavior, which peaks at K1 -15 years. Adolescents are less likely to feel depressed or anxious if the peer group provides emotional support (Buhrmester, 1992). Arguments between parents and children increase considerably during adolescence (Feeney 1999). However adolescents with few or no closed friends are closer to their parents and are less likely to be subject to peer pressure. Non human mammals are also exhibit changes in social attitude during adolescence. Adolescent rodents have also been observed during this time of period . despites this social bonding between adolescents and adult tends to improve due to reconciliatory behavior. Allomaternal behavior increase among females in several species , including humans , nonhumans primates and rodents . However males tends to exhibit less interest in infant during adolescence. Adolescence can be specifically turbulent as well as a dynamic period of one’s life. It has been identified as a period in which young people develop abstract thinking abilities , become more aware of their sexuality , and increase their independence from parent. Stanley Hall denoted this period as one of â€Å"storm and stress† and according to him, conflict at this developmental stage is normal and not usual. Margaret Mead on the other hand, attributed the behavior of adolescents to their culture and upbringing , as the majority of problems associated with adolescence in western society are not present in other cultures. Several development stage models, have placed in a period of human developments. Sigmeund Freud saw it as the â€Å"genital phase† of psychosexual developments, where the child recapture the sexual awareness of infancy. Jean Piaget focused on cognitive development, seeing adolescence as the â€Å"formal operative stage† where the young person develops the ability to think abstractly and draw conclusions from the information available, your theory of psychosocial development identified the identity crisis as central to the notion of adolescence. Adolescent addresses the issues associated with adolescent such as whether or not the aforementioned â€Å"storm and stress† is a normal part of this period. The American psychological Association has a separate division dedicated to adolescence, and the psychologist specializing in the topic attempt to answer questions dealing with the age group. One issue is adolescent psychology discusses whether adolescence is in fact a discrete developmental period a point along the continuum of human development, or a social construction. II. Statement of the Problem This research paper attempts to answer the following question: 1. What are the behavioral pattern manifested by selected students in San Pedro High School? III. Background of the Study San Pedro High School is a public school located in Hagonoy, Bulacan. It is led by Principal Rosario L. Tamayo. The school has approximately 3000 students and 58 teachers. The researchers chose it because some of them have graduated there. Only 56 students were chosen as respondents. IV. Significance of the Study For parents: Because of the growing number of teenagers that was not focus on their study this research will help the parents to know on how they will treat their son/daughter and how they should support them. This will also inform the parents on what behaviors of their child possess during the class. They will be aware on the attitudes of their son/ daughter inside the classroom, how they child interact to their classmates and at the same time to their teachers. This will help the parents to know what the techniques are and practices they should be done to their child for them become a good citizen in the future. For teachers: Some teachers didn’t understand the situations of their students in some instances. For example, during the exam one of the students is using a kodigo. The teacher got angry and shouts to the student during the exam without knowing the reason why he’s doing that thing. Maybe, before the teacher scolds the student he should warn it first and after the exam asks why he did it. You read "Behavioral Patterns of Selected 4th Year Students in San Pedro High School" in category "Papers" Then, he will know that his student is a working student and he didn’t have enough time to review. So, this study helps the teachers on how they should treat their students and how they react on the behaviors of their students. As we all know the teachers are the second parents of the child. They should love and care to their students as if their own child. For students: Teenagers were not aware on their behaviors inside the classroom. Teenagers also didn’t know their real personality. Many of them asking what are they real attitudes and characteristics, what attitudes they have and what are the moods they have. This study is design to the students for them to be aware on their attitudes inside the classroom. This will help the teenagers to be aware and to open their eyes in the things they should be done to help our country. This will also help them to see the hardship of their parents just to make them finish their study, the sacrifices of their parents to support them and how their parents make the night become day just to ensure their future and to give all their needs. CHAPTER II Theoretical Framework Social cognitive theory, used in psychology, education, and communication, posits that portions of an individual’s knowledge acquisition can be directly related to  observing  others within the context of social interactions, experiences, and outside media influences. Social cognitive theory is a  learning theory  based on the ideas that people learn by watching what others do and will not do, these processes are central to understanding personality. While social cognitists agree that there is a fair amount of influence on development generated by learned behavior displayed in the environment in which one grows up, they believe that the individual person (and therefore cognition) is just as important in determining moral development. People learn by observing others, with the environment, behavior, and cognition all as the chief factors in influencing development. These three factors are not static or independent; rather, they are all reciprocal. For example, each behavior witnessed can change a person’s way of thinking (cognition). Similarly, the environment one is raised in may influence later behaviors, just as a father’s mindset (also cognition) will determine the environment in which his children are raised. Albert Bandura also stressed that the easiest way to display moral development would be via the consideration of multiple factors, be they social, cognitive, or environmental. 2]  The relationship between the aforementioned three factors provides even more insight into the complex concept that is morality. Further development in social cognitive theory posits that learning will most likely occur if there is a close identification between the observer and the model and if the observer also has a good deal of  self-efficacy. Self-efficacy beliefs function as an important set of proximal determinants of human motivation , affect, and action which operate on action through motivational, cognitive, and affective intervening processes. Identification allows the observer to feel a one-to-one connection with the individual being imitated and will be more likely to achieve those imitations if the observer feels that they have the ability to follow through with the imitated action. Vicarious learning, or the process of learning from other people’s behavior, is a central idea of social cognitive theory and self-efficacy. This idea asserts that individuals can witness observed behaviors of others and then reproduce the same actions. As a result of this, individuals refrain from making mistakes and can perform behaviors better if they see individuals complete them successfully. Vicarious learning is a part of social modeling which is one of the four means to increase self-efficacy. Social modeling refers not just observing behavior but also receiving instruction and guidance of how to complete a behavior. The other three methods include, mastery experience, improving physical and emotional states and verbal persuasion. Mastery experience is a process in which the therapist or interventionist facilitates the success of an individual by achieving simple incremental goals. With the achievement of simple tasks, more complex objectives are introduced. The person essentially masters a behavior step by step. Improving physical and emotional states refers to ensuring a person is rested and relaxed prior to attempting a new behavior. The less relaxed, the less patient, the more likely the goal behavior will not be attained. Finally, verbal persuasion is providing encouragement for a person to complete a task or achieve a certain behavior. CHAPTER III Methods of Research This chapter discusses the procedures to be done by the researchers to attain their needed data. This includes the methods and techniques of the study, population of the study, research instrument and data gathering procedure. Methods and Techniques of the Study The type of research conducted in this study is the Descriptive Research. It includes surveys and fact-find enquiries of the different kinds that will be distributed to the respondents. It may also be called ex post facto research because the researchers have no control over the variables. The variables given is not manipulated by the researchers but were given by the respondents. These variables were treated with importance and care so as not to deviate the data from reality. Population of the Study The researchers chose a section in the Fourth Year level at [†¦] with 56 students. The study is all about behavioral patterns so the researchers only one section so as they can focus on only one set of students. Research Instrument The primary tool used to conduct this research is a questionnaire. Simplified questions were addressed to the respondents. Close-ended type of questions was used in the questionnaires to help the respondents answer easily. Choices were given and the respondent must answer the question by ticking the box corresponding to the answer they selected. If their answer was not given in the set of choices, there is an underline in the bottom of every set of choices where they can write their answer. Data Gathering Procedure The first step done by the researchers is to select the school were they will conduct the study. After selecting the school, they have written a letter asking permission to conduct the study that was given to the principal. The school chosen was the alma mater of a couple of the researchers so we it was an advantage because they already know the surroundings of the institution, its faculty, its atmosphere, and the kind of students studying there. Choosing the respondents was the next step. The researchers selected a section of fourth year high schools. The researcher approached and visited them personally so they can introduce themselves. This was done during the time period of the respondents. After explain the purpose of the study, the researchers distributed photocopied questionnaires to respondents. All respondents were assured that their response will be appreciated and treated confidentially. CHAPTER IV Interpretation of Data The data gathered from the answered questionnaires were presented in this chapater with corresponding graphs. I. Age 14% of the boy respondents are 15 years old while 11% of them are 16 years old. Only 7% of them are 17 years old. This shows that most of the boy respondents are at age of 15. 45 % of the girls are 15 years old, 20% are 16 years old and 9% of them are 17 years old. Age: 60 50 40 No. of respondents 30 20 10 0 1516 17 II. Family Background Most of the boy respondents are living with both their parents, 9% of them are living with their mother only while 5% are living with their father only. 54% of the girl respondents are living with both their parents while 4% of them are living with their mother only and 5% are living with their father only. 60 50 40 30 20 10 Others Living with father, without mother Living with mother, without father Living with both parents 0 III. Religion Most of the boy respondents are Catholic, being 29% of them. Only 2% of them are Iglesia ni Cristo. No other boy answered another religion. 54% of the girl respondent is Catholic while 7% of them is Iglesia ni Cristo. 7% answered the â€Å"others† options. 60 50 40 30 20 10 0 CatholicIglesiaMuslim Protestant Others IV. Nature of Work 2% of the boy respondents have parents working in the government, 4% have vendor parents, 5% are have tricycle drivers as parents, 4% have OFW parents, and 13% answered the â€Å"others† option. In the girls, 7% have government employees as parents, 2% of them have vendor parents, 7% of them are tricycle drivers, 5% of them have parents working in abroad, 2% are housekeeper and 43% answered the â€Å"others† option. 60 50 40 30 20 10 0 Government Vendors Tricycle drivers OFW’s House Helper CHAPTER V Summary, Conclusion and Recommendation I. Summary This study aims to discover the behavioral pattern of selected 4th year students in San Pedro High School located in Hagonoy, Bulacan. 6 respondents were chosen to included in the study. Questionnaires were given to these respondents for them to answer. After they have completed the questionnaires, the researchers assessed the answers of the respondents. Behavioral patterns were then identified from the given information including their sex, family background, socioeconomic status and religion. Also, careful observation were done by the researchers to these respondents to identify what are their behaviors. References such as research papers, books and journals were used to further strengthen this study. II. Conclusion By assessing the completed questionnaires of the respondents, we were able to identify their behavioral patterns. * The respondents turned out to be responsible. They are doing their duties and responsibilities as students. They are concerned about their studies and they are willing to exert time and effort in it. * The respondents were cooperative with their classmates. It means that when group activities were being done, they are willing to cooperate with each other. * The respondents interact with their peers and teachers. They socialize with their same age group and form friendships. They also interact with their teachers to have a harmonious relationship. They are sociable, easy to approach, and open with others. * The respondents care with others. They are not selfish. They feel the feeling of others. * The respondents are not troublesome. They are not aggressive like most high school students nowadays. They act in a civilized manner. They do not fight in the classroom or within the campus grounds. They obey simple rules and are much willing to not break them. All in all, the behavioral patterns manifested in the selected 4th year students in San Pedro High School were positive. III. Recommendation Both parents and educators must respond to classroom behavioral patterns to ensure the healthy development of the students. The researchers present these recommendations to the teachers and parents. To the teachers: The teachers must develop the good behavioral patterns of the students. He is the leader of his students. He is the one who knows what his student needs, and more importantly, what is the problem of his student in school. He must address to these problems because these problems may interfere with the social and emotional development of the student. He must be open to his students and be guidance councilor and adviser to them. Any negative behavioral pattern that are arising must be stopped immediately because it may hamper both the emotional and educational development of the student. To the parents: Parents play a big role in the development of their child. They must guide their child in their social, emotional and mental development. Any negative behaviors they manifest in home must be looked upon immediately because it may also manifest in school. How to cite Behavioral Patterns of Selected 4th Year Students in San Pedro High School, Essays

Twas the Night Before Year End

‘Twas the night before year end, and all through the office, Not a worker was resting, not even the bosses†¦ The final campaigns were launched on a prayer, A forlorn hope indeed, with the funnel so bare. The sales team all stared at their phones with great dread, Their accounts, they believed, would stay deep in the red. With Mary on LinkedIn, and Bill’s mail campaign, And Joe’s hopeless voicemails, defeated and drained. Suddenly the phones, they shrilled with a clatter, I cracked an eyelid, to see what was the matter. Any more effort, it seemed, might be brash, So I checked my data, and threw up the dash. Sure enough, right there in the glow of the screen, A reminder of profits, increasingly lean. When, what on my widening eyes should alight, But a line going up, fast – and to the right! One small piece of content, engaging and new Was pushing its limits, and then it broke through! A more rapid rise, I have not before seen, And it went viral on social, with its funny meme. Readers, they loved it, with their clicks and shares, The boss, now all smiley, twirled as he blared: â€Å"Now pictures, now copy, now data, now fiction! Now graphics, now blog posts, and product descriptions!† Across all the platforms, the content did soar, Their following grew, and so did lead scores. Then noises intruded with loud, sudden DINGs And in rushed a fluster of more DMs and phone rings. The Veeps were dressed with suits in their meeting, Which they assumed would consist of much pleading. I replaced their reports, so faded and tattered, And gave them the one that really now mattered. Our CEO winked, his dimples now merry, He looked a lot better and a little less weary. He then drew his mobile from somewhere below, And called in the board to put on a show. Meeting arranged, new slide deck in hand, He stepped up on stage with aplomb and elan. He was sharp, stayed on point, and his joke was a gem. ‘Twas content from which this confidence stemmed. He showed the new numbers, all well over plan. The board applauded, I too gave a hand. With a gleam in his eye and flick of a wrist, The projections he showed were a most welcome twist. The board’s questions were tough, but no match for him. The results he now shared were not just a whim. And laying his finger aside of his nose, He gave me a nod to the power of prose. He sprang to his office, to his team gave a whistle, The gloom of last year, he waved off in dismissal. To all, whose jobs now saved from slaughter, â€Å"Yearly bonus to all, and to all a great quarter!†

Rainforest essays

Rainforest essays RAINFOREST DESTRUCTION AND THE IMPACT ON SOCIETY Nobody knows exactly how much of the world's Rainforest have already been destroyed and continues to be razed each year. Data is often imprecise and subject to differing interpretations. However, it is obvious that the area of tropical Rainforest is diminishing and the rate of tropical Rainforest destruction is escalating worldwide, despite increased environmental activism and awareness. A. Immediate Causes of Rainforest Destruction Rainforest Destruction and The Impact on Society Rainforests across the world face a desperate last stand against the forces that threaten to destroy them completely. Nobody knows exactly how much of the world's Rainforest have already been destroyed and continues to be razed each year. Data is often imprecise and subject to differing interpretations. However, it is obvious that the area of tropical Rainforest is diminishing and the rate of tropical Rainforest destruction is escalating worldwide, despite increased environmental activism and awareness. In order to determine the solutions to the problem, it is first necessary to identify the causes and because there is disagreement about the causes, there is also disagreement about the solutions. The conventional approaches used by governments, development organizations and aid agencies are based on the assumption that deforestation is caused by poverty and overpopulation. Poor people who have little option but to clear the forests in order to survive are branded as culprits when in actual fact they are the victims of social injustice. Development, which supposedly alleviates poverty, is seen as the solution by these mainstream bodies, but many non-government organizations maintain that development is the basic cause, rather than the cure. The eight major reasons for this ongoing destruction of the worlds Rainforest are as follows: Every year, logging destroys twelve mi...

How To Publish More Consistent Content To Grow A Blog

How To Publish More Consistent Content To Grow A Blog Are you one of the 86% of bloggers who plan to publish more content in 2015? Yeah. Were planning to publish more content, too. While creating and publishing consistent content may seem a bit tough at first,  itll really help you build reader loyalty and grow your audience. And that will ultimately increase your traffic, social media shares, and search engine rankings. It did for us at . How To Publish More  Consistent #Content That Will Help You Grow A Successful #BlogSo, how can  you actually create more consistent content? It boils down to a few things: Understand why youd actually like to create more content. Plan  your publishing momentum. Execute the plan. Simple, right? Heres exactly how to create consistent content that will help you grow a successful blog. Take A Step Back: Why Do You Want To Publish More Content? If you want to publish more, you probably have your reasons. But publishing more itself shouldn't be your goal. For example, you may decide  to focus on something like increasing your pageviews, social media shares, email signup conversions, and even product or service signups. Publishing more #content shouldn't be your #blogging goal. Here's why.It's really not complex, I promise! You just need to know the goal you want to reach and how an average blog post contributes to that goal right now. Then you can  use  this algorithm to do it  yourself: Divide your metric's goal by what an average blog post currently contributes to that goal. That should give you a rough estimate of how many posts you need to write. Example: Let's say you want 8,000 pageviews a month. If an average blog post receives 1,000 pageviews, you'd have to write 8 blog posts to reach your goal. You can see this algorithm would work  for  pageviews, social media shares, email signups, product signups, or whatever you're measuring. From there, you can look at how consistently you create content today compared to how much content you  need to create to hit your goals: Simply subtract the number  of posts you need to write from  the amount you're currently publishing. The result is the number of posts  you need to write to reach your marketing goals. Example:  You need to write 8 blog posts to reach your monthly goal. If  you only currently write 4 posts, you need to write 4 more posts to reach your goal. While these algorithms aren't a  perfect solution, they're super helpful for gauging how much content you need to publish to hit your marketing goals. And once you know about how many posts you want to create, you can make a plan to create consistent content. This post has some super helpful algorithms for nerdy #bloggers who want to publish more #content.Creating Consistent Content Is Like Running A Marathon Alright! So you're going to publish a ton of new content, right!? Might as well just publish a bajillion posts right away. Or not. Creating consistent content is like preparing for a marathon. It's not a sprint. And you're not going to be able to run it your first day. You need to build up your tolerance- and practice your approach- and eventually, you'll be able to run a ton of miles in a relatively short amount of time. Did you know that at for a while, we published three posts a week, and then we cut back to two? We jumped the gun and published more content than we could handle. After we cut back, our content became longer. We  actually grew our subscribers. And we had time to plan how we could publish  three posts a week. That's a true story about how consistent and quality content can build a loyal audience (we love you guys!) while building momentum for a successful blog. Now we're back to consistently publishing three blog posts of awesomeness every  week. From here, you need to figure out the pace that's right for you. Creating consistent #content is like preparing for a marathon. You can't run it your first day.How To Build Up Your Momentum To Publish Consistent Content There are a few  things you need to do to prepare for your blogging marathon. 1.  Consist-a-tize the content you're already creating. First, let's get the content  you're already writing publishing consistent. Choose the specific days and times you'll commit to publishing. According to your goals, there is research to help you choose the best times to publish your blog posts. Choose a day and time that should help you achieve your marketing goals. Plan any posts you're already working on in your content marketing editorial calendar  for that specific day and time for the next month at least. Remember that example from earlier? It looks like  publishing your blog posts Mondays at 11 a.m.  EST gets you the most traffic. If your goal is pageviews,  publishing your content consistently at this time should help you accomplish just that. 2. Commit to creating consistent content. Before you add more content to your editorial calendar, get what you're already doing under control. If you'll need help with anything to create the content, figure out how you'll overcome those challenges. Struggling for content ideas? Figure out where you'll find your blog ideas. If you need graphics, know how you'll create your visuals. Planning the details ahead of time- maybe with a workflow- and getting everyone on board from the get-go is the best way to create consistent content. Even if you're a solo blogger, a workflow with a set of to-do lists can help you stay on track. Here's an example of the workflow we use at from beginning to end to make sure everything is done at just the right time: Gather ideas: 21 days before post. Target a keyword: 14 days before post. Find a great  headline: 14 days before post. Write the draft: 7 days before post. Create graphics: 6 days before post. Edit and prep the post to publish: 3 day before post. Schedule  social media messages: 1 day before post. Publish post.Nail your #blogging process now  so publishing  more consistent content will be easier later on.3. Plan how you'll add in more consistent content. Once the stuff you're already creating is publishing consistently, you're ready to add in more. Like you did before, choose the next  best days and times to publish your content. Then  add one new post at a time to  your editorial calendar. This is really where you should take your time to build up your publishing tolerance. Creating more content isn't better. Creating more content that is better is better. So... maybe try an editorial calendar  that looks something like this for your first 6 months: Though this example is a bit specific, you can apply this same theory to your content creation process. 3 Ways To  Actually Plan, Create, And Publish Consistent Content There are 3 big ways you can plan consistent  content and commit to your editorial calendar. 1. Plan ahead to save a ton of time. Plan ahead. The number 1 thing you can do to actually create content consistently is planning ahead.  There is no better tool than an editorial calendar to help you do this. Be selfish with your time. Use your time for what matters. We all get swamped in our workloads, but that's why you have to prioritize. I read a book a couple years ago called Vital Factors: The Secret To Transforming Your Business- And Your Life. The book  had a very simple concept: Focus on the vital few projects that will actually make a difference rather than the trivial many that overwhelm your life. Make it a point to stick with consistent content creation as part of your vital few.  And actively tell yourself to let go of what doesn't matter.

Barrack Obama as a Favorite Political Leader Essay

Barrack Obama as a Favorite Political Leader - Essay Example Obama has brought about significant changes since he took over as the president of the US, these changes have made the US so much better than what it earlier was as a country. People may point to the ever increasing unemployment rate but he is trying his best to keep it under perfect control, he is against outsourcing and it is good for the people of the US and it is also good for those who are unemployed. The following part of the paper will shed more light upon the changes that have taken place since Obama took over as the president of the US. â€Å"America is a place where all things are possible† this was how Barrack Obama started off at Grand Park in Chicago. He said if any American had any doubts about the above statement then he would clear all their doubts. This paper will throw light upon the speech delivered by Barack Obama at Grand Park in Chicago. The paper will also present the promises made by the President of the USA and some pros and cons which would present a clear picture of what the USA can expect from their new President. Obama gave focus on the power of democracy in his speech, the opening lines especially placed emphasis upon the democracy in the USA. He pointed that the people of America were not individuals but they are united and that’s what makes United States of America what it is. He assured the people that this election is going to bring a lot of positive changes in the country. He promised the people that he would renew the nations promise working with the other people in the office. He thanked his wife for standing by him and he thanked his daughters too and joked that the new puppy is coming to the White House along with them. He assured the people that the new government is of the people, by the people and for the people and he also congratulated them on their victory. He addressed the financial crisis which has affected almost all the major economies in the world and promised the people he would take suitable step s to counter the same. He promised the people that he is very hopeful and the journey of all the Americans is very long and steep but he believes that he will get there. He promised the people that he would listen to them and he would do so especially if they disagree with him. He asked the people what change would our children live to see and motivated the people to work towards the growth and development of the USA. He referred to a 106 year old black lady in his speech and said that there have positive changes taken place in the country. He referred to the period when there was slavery and the blacks were exploited but he said that everything has changed for better now, the 106 year old black lady was free to cast her vote and this is what bringing change means. He told the people that they have to build the USA block by block by their efforts and hard work. He reaffirmed to all the people that they have certainly made the right decision by choosing him and said that the developm ent process of the USA is going to be a long and a tough one but he motivated the people to work hard to make the USA a better country. Barack Obama is an influential leader who is a now the President in the

Business strategy Essay Example | Topics and Well Written Essays - 3000 words

Business strategy - Essay Example Globalisation has led to the creation of a situation where firms are desperately trying to generate a distinction for their products and services. The present study would analyse the business strategies of Google in the wake of the turbulence in the markets. The internet search engine industry has an oligopolistic market structure with only three major players namely Google, Yahoo and Microsoft having a majority market stake (Fabos, 2005, p.189-192). The value of this attractive industry segment has been pegged at 16.6 billion US dollars as of 2010 in the North American market alone (SEMPO, 2010, p.1) Task 1 Strategic formulation Vision Corporate vision statement largely displays the direction of a company that it seeks to intent for achieving its set of objectives. The vision statement largely defines the possible future strategies of the organization. A good vision statement not only helps shareholders and customers but also seeks to induce a motivating effect on the employees of t he organization (Fitzroy & Herbert, 2009, p.157). Google’s vision statement is reflected as a ten point strategic framework named as ten things. The ten point vision framework largely includes ensuring simplicity, innovation and ethics (Google-a, n.d.). Core competencies The core competency of Google is based on the aspect of the simplistic yet innovative nature of the product offering of the organization. Google core competencies lie in its ability to produce diverse product with large scale innovations that delights the users by the simple yet effective performance. The core competence of Google also comes from its unique search engine algorithm that has made it the most popular search engine of the web (Sugano, Goncalves & Figueira, 2009, p.57). Mission Statement The mission statement is a single and short statement that describes the purpose of existence of an organization (Kaplan, Norton & Barrows, 2008, p.3-4). The mission statement of Google is stated as follows: †Å"Google’s mission is to organize the world’s information and make it universally accessible and useful† (Google, n.d.). Stakeholder Analysis Google is a public company which has its shares listed on the bourses of the NASDAQ stock exchange. The stakeholders of Google include suppliers, government, trade associations, employees as well as the employee unions. The company aims to ensure the continuous welfare of the shareholders and ensures a good return on their investments (Morrow, 2008). Environmental and Organizational Audit PESTEL PESTEL is a tool that can be used to analyse the external environment of an organization. PESTEL is an acronym that stands for Political, Economic, Sociological, Technological, Legal and Environmental factors (Johnson, Scholes & Whittington, 2008, p.65). Political Political factors largely include government polices and legislations. Google is based in USA but it also has operations and business units spread around the globe. Google is being continuously affected by legislations related to censorship of its contents and

Characteristics Of Communicative Language Teaching English Language Essay

Characteristics Of Communicative Language Teaching English Language Essay The focus of every lesson or part of a lesson should be the performing of some action learning how to do something, to communicate something which he/she could not do before learning the lesson. Learner can get answer to his/her question i.e. why is he/she learning a particular lesson or any linguistic item. The learner understands the importance of learning the same as it is going to help him/her in day-today communication. So, here a learner understands and then acts. All these actions can be approached on a variety of different levels of sophistication, and bearing them in mind throughout the teaching/learning process. The Whole is more than the sum of its parts One of the most significant features of communication is that it is a dynamic and developing phenomenon. In other words it cannot easily be analyzed into component features without its nature being destroyed in the process. It is possible to identify various formal features of the way language is used communicatively and these can be studied individually. But the ability to handle these elements in isolation is no indication of ability to communicate. What is needed is the ability to deal with strings of sentences and ideas and in the oral modes processed in real life situations. Thus, a crucial feature of a communicative method is that it operates with stretches of language above the sentence level, and operates with real language in real situations. Interestingly, this principle may lead to procedures which are themselves either synthetic or analytic. A synthetic procedure would involve students in learning forms individually and then practicing how to combine them; an analytic procedure would introduce complete interactions of texts and focus for learning purposes on the way these are constructed. So, language used in the whole context is more useful than only studying the parts of it. The processes are as important as the forms A method which aims at developing the capacity of the learners to communicate in a second language will focus at repeating continuously until they are able to communicate well in a target language. So that the learners are able to practice the forms of the target language, i.e. English within a given framework. It simply means when the language is used for communication, the language forms are used for a process of communication. There are three such processes Information gap Communication is part and parcel of every human being. When two or more people are conversing in day-today life, one may know something which is not known to the other. The purpose of the communication is to bridge this information gap. In classroom situation pair work undertaken to complete an incomplete picture is the best example of transferring information as each member of the pair has a part of total information and attempts to convey it verbally to the other. Choice Another crucial feature of communication is that the learners have option, both in terms of what they will say and, more particularly, how they will say it. From the point of view of the speaker this means that s/he must choose the ideas which s/he wants to express with appropriate linguistic forms. Foreign language learners may face problems in making choice in this regard. Feed back This process is implicit in the above two processes. When two persons take part in an interaction, there is normally some aim behind communicating and in what way other person reacts is evaluated in terms of that aim. So, the strategies involved in this process are important. Learning by doing It is now widely accepted that education must be ultimately learner-centred more than the teacher-centered. The teacher may go on teach, but if the learner is not making any effort, then there is no point of teaching. The teacher must involve the learner and must be judged in terms of its effects on him/her. Another consequence is that learning becomes to a large extent the learners responsibility. The teacher helps, advises, and teaches, guides, the learners themselves have to learn. The learner has to be involved in the activity. Only by practicing, acting, actually doing, the learners can learn to communicate. Mistakes are not always a mistake While developing communicative ability of the learners, trivial mistakes of grammar or pronunciation does not matter as long as the learner gets his/her message across. In the initial stage of learning to communicate in a foreign language, mistakes are bound to happen. The learners commit mistakes because they are trying to do something which they have not been told or shown how to do, how to speak which they have not mastered. It means they are not really making mistakes. If the teacher corrects each and everything at every level, the learners may lose their confidence of using the language for communication. 3.6.4 Principles of Communicative Language Teaching Richards (2006) summarizes the following principles of CLT: Authentic language in real context should be introduced in the classroom whenever possible. It is the language used for day-today communication or functional purpose. By teaching language, learner should be able to make out speakers or writers intention. So that they will be communicatively competent. There should be connectivity among all the language skills such as listening, speaking, reading and writing together since they are regularly used in real life. The target language is a vehicle for classroom communication, not just the object of study. Hence, attention should be given to teaching language for communication. One function may have different linguistic forms. As the language is taught for the functional purpose, a variety of linguistic forms are presented together. Students have to learn language properties i.e. cohesion and coherence which are helpful to combine sentences together. It is essential for them as they work with language at the discourse or super sentential (above sentence) level. In CLT, games, role plays, group work, pair work, etc. play an important role as they have certain feature in common to learn language effectively. Errors are tolerated and treated as a natural outcome of the development of communication skills. Proper situations should be created by the teacher so as to promote communication in the classroom. The social contexts of the communicative situations are essential for giving meaning to the utterances. The grammar and vocabulary that the students learn follow from the functions, situational context and the role of the interlocutors. 3.6.5 Communicative Ability and Communicative Competence For effective communication one must have ability to communicate properly and have communicative competence. According to H. G. Widdowson, communicative abilities are those skills in which the system is realized as use. Communicative abilities embrace linguistic skills but not the reverse. Communicative abilities are ways of creating or recreating discourse in different modes. (Widdowson, 1978. 67) These opinions about communicative abilities suggest that these are the abilities which involve linguistic as well as other skills essential for conversation, communication or discourse to take place. On the other hand communicative competence has been defined in various ways. According to Littlewood, communicative competence means, a degree of mastery of a very considerable range of linguistic and social skills which depend in part on the learners sensitivity to meaning and appropriacy in language and on his/her ability to develop effective strategies for communicating in the second language. (Littlewood, 1981.87) K. Johnson and K. Marlow say that communicative competence is the ability to be appropriate, to know the right thing to say at the right time. (Johnson and Morrow, 1981.2) International Encyclopedia of Education defines communicative competence as the effective use of language in social contexts. (The International Encyclopedia, 1985.834) According to Widdowson, communicative competency is the ability to produce sentences for communicative effect. (Widdowson, 1978.1) It is revealed from the above definitions that communicative competence is The ability to use language appropriately in a given social context. The ability to be appropriate to know the right thing at the right time. Linguistic competence plus an understanding of proper use of language in various contexts. Knowledge which is additional to linguistic competence. Ability to communicate something which is grammatical, proper, socially accepted, formally possible, fluent in a particular context. In this way communicative competence includes both grammatical knowledge and the ability to use this knowledge to perform different kinds of functions like enquiring, suggesting, greeting, denying, advising, reporting, apologizing, inviting and promising. 3.6.6 Dimension of Communicative Competence Grammatical Competence Sociolinguistic Competence Communicative Competence Strategic Competence Discourse Competence Fig No.3.3: Components of Communicative Competence Grammatical Competence Grammatical competence, which refers to Chomskys notion of linguistic competence, is indispensable for the practice of linguistic formation of the language. The focus is on suitable structure which helps the learners to use the language appropriately and freely. Sociolinguistic Competence Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role-relationships, the shared information of the participants and the communicative purpose for their interaction. Discourse Competence Discourse competence refers to the interpretation of individual message elements in terms of their inter-connectedness and of how meaning is represented in relationship to the entire discourse or text. Strategic Competence Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and re-direct communication. In CLT classrooms, the teachers need to create activities that would necessitate learners to practice well in the target language. 3.6.7 Classroom Activities in CLT There are various types of exercises and activities in communicative approach which help students to achieve the communicative competence, and engage learners in communication (Richards, 2001). Communicative activities play vital role in communicative language teaching. These activities are helpful for the teachers to broaden their repertoire of techniques and activities so as to enable the learners to communicate more effectively in foreign language. Communicative activities are purposeful and objective oriented. According to Littlewood, the communicative activities can be represented diagrammatically as follows. (Littlewood, 2003.86) Structural activities Pre-Communicative activities Quasi Communicative activities Functional Communicative activities Communicative activities Social interaction activities (This diagram is adopted from Littlewoods Communicative Language Teaching, P.86) In these two major categories, the first types (Pre-communicative activities) serve to prepare the learner for later communication. The two sub-categories of pre-communicative activities are: Structural activities: Focus is on the grammatical system and on ways in which linguistic items can be combined. Quasi- Communicative activities: Focus is on one or more typical conversation exchanges. Some resemble drills, but other is closer to dialogues. Drills and dialogues can be combined so as to provide a bridge from formal exercise to communicative use. Communicative Activities also have two sub-categories: Functional Communicative activities include such tasks as comparing sets of pictures, noting similarities and differences, working out continuously following directions and so on. In these activities learners must work towards a definite solution for a problem. Social interaction activities comprise exchange of words, converse with others, improvisations and debates. Here, teachers prepare learners about the varied social contexts in which they will need to perform outside the classroom using different social interaction activities. There is no clear dividing line in reality between these different categories and subcategories; they represent differences of emphasis and orientation rather than distinct divisions. E.g. cued dialogues can be undertaken both as pre-communicative activity and as communicative activity. Similarly it would be arbitrary if we try to specify how much attention must be paid to communicative function before an activity can be called quasi- communicative, or how significant social meaning must become before it falls into the social interaction sub category. This distinction depends on the varying orientation of individual learner. Difference between pre-communicative and communicative activities The following chart shows the difference between pre-communicative and communicative activities. Pre-communicative (non-communicative) activities Communicative activities A Aims to develop grammatical competence Aims to develop communicative competence B Focus on the product of isolated utterances. Focus on the appropriate selection of utterances for communication. C Practice of language patterns or elements Practice of total skill of communication. D Function is to prepare the learner for later communication. Function is to make the learner to actually communicate. E Learners have controlled practice. Learners use language creatively. F Teacher intervention No teacher intervention G Emphasis on form, not on context. Emphasis in on context, not on form. H One long item Variety of language items. I Examples: drilling, question answers, sentence patterns, etc. Examples: Role simulation, dramatization, group discussion, dialogue, debate, etc. 3.6.8 Learners/Teachers Role in Communicative Language Teaching In CLT classroom teachers play a vital role in teaching/learning process of English. Teachers select learning activities according to the interest of the learners and engage them in meaningful and authentic language use. There are various roles to be played by the teachers in order to facilitate the language learning process. According to Hedge (2000.63), a communicative classroom involves the teacher in setting up activities, organizing material resources, guiding students in group works, engaging contributions, monitoring activities, and diagnosing the further needs of students. Richards Rodgers (2001) also describes the roles of the teacher as: needs analyst, counselor, and group process manager. Similarly, Harmer (1991) as cited in Nunan and Land (1996) describes the roles of the teacher as: Controller, assessor, promoter, participant, resource, tutor and investigator. Of all these roles, Nunan and Lamb suggest that it is the teacher as organizer that is the most important and difficult from the perspective of classroom management. In order to perform all these roles effectively, teachers should be competent enough in all aspects of language teaching. In line with this, Hedge (2000.67) states that, teachers need to build competence and confidence in fulfilling these various roles and in-service training is necessary within institutions to ensure that, in any moves towards implementing communicative approaches in the classroom, teachers are properly supported. 3.6.9 Role and Relevance of CLT Concepts in Present Research Since the main aim of the present research is to investigate teachers and students difficulties in teaching/learning process of English language, and support the teachers with an in-service training programme by using Communicative Approach which is essential in an ESL (English as a second language) environment, it is noteworthy to furnish the role and relevance of CLT concepts in the present study. Language is an inevitable phenomenon which permeates the human life. Of all languages, English is the most important language for communication. Naturally, English has become the language of worldwide communication rather than a language of literature. Hence the prime need of the learners is not to know the theoretical knowledge of English but to have an ability to understand and be understood in that language. In the past it was sufficient to focus only on structural accuracy when learning a language was an entirely academic advantage and an obsession to acquire a new language. But in todays world, language teaching is no longer considered a luxury but an obvious need. The language teaching methods in the past were based on linguistic competence. The establishment of basic principles of CLT was a reaction in opposition to the previously prevailing language teaching methods. Communicative language teaching aims at developing and improving knowledge and skills that facilitate the learners to make their message effective and successful. The main goal of communication is the successful transmission of information, not the achievement of grammatical correctness. By widening the horizons with other kinds of competence, CLT initiated progressive and effective ways of teaching. CLT uses and teaches as it is used in every day real life. Students are given the notion of language as real, lived experience. Socio-linguistic, discourse and strategic competences are integral part of communicative language teaching. The use of CLT in the second language classroom is a means of changing the attitude of the students towards language learning as well as positively influencing their way of learning. Over-emphasis on grammatical correctness and fear of making grammatical mistakes has negative effects on students. Such as being stressed at class and experiencing sense of failure. CLT creates congenial atmosphere in the classroom in different ways: the teachers emphasise on fluency and correctness to learn the target language than correcting the structures and giving instructions on language rules or grammar (Mangubai etal, 2004.292) The focus of CLT is on success rather than failure. The students are encouraged to rely on their own ingenuity and performance skills namely their strategic competence when speaking. Its emphasis is on the learner. (Savignan cited in Magngubhai 2004, 292) The four basic components of communicative competence summarized by Hymes (as cited in Cook, 2003) are argued by some applied linguists as vague theoretical ideas which can hardly be put into practice. The applied linguists draw attention to the fact that ideas of appropriateness and correctness very much depend on the cultural norms of a particular society. They are in a way right in their argument. Language itself is an intrinsic part of culture. Hence, learning a language also implies learning a culture as well. CLT integrates socio-cultural context with language teaching programmes and thus aims at developing students sense of what is right and what is wrong in English. Linguists have pointed out, according to academic research that they have not found one single best method for all learners in all contexts and that no single method appears to be naturally superior to other methods. It is neither possible always nor appropriate to apply one and the same methodology to all learners whose objectives, environments and learning needs are varied and different. CLT is considered one of the best methods for use in the second language classroom for several reasons: One, it gives confidence to the students to learn the second language and use it as and when required. Two, CLT draws attention to the importance of socio cultural skills. Three, the learners are given the realistic idea of language and are provided with a sense of what is appropriate and right in a given culture. Four, the learners learn English language and English culture simultaneously. It is vital and imperative both for teachers and learners, living as they do in a globalized world, to adopt and maintain the effective methods of language teaching/learning offered by CLT. Constant migration of people has become part and parcel of todays globalized world. Hence, English teaching/learning has become inevitable for anyone intending to move onto other states/countries either for higher studies or better careers. In this context, it is necessary to consider the lag between the aspiration for better prospects in life and the existing situation of teaching/learning of English language in schools especially the municipal corporation schools. Hence, the present research study is undertaken to bridge this gap by finding ways and means to know the difficulties of teachers and learners and develop a methodology that will enable them to improve the standards of teaching/learning process of English at school level. 3.7 Procedure of the Test to the Students A total number of 200 students from class VIII and IX standard of various Municipal Corporation Schools were gathered in one of the municipal schools in two spells and the tests on four language skills were given, data was collected, analysed and interpreted in the next chapter. 3. 8 Flowchart of the Research Design The research work during July 2008 to March 2011 was done as per the steps shown in the following flowchart. A Flow Chart Submission of the research report Selection of the problem DTP and binding of final computerized research report Review of related literature Formation of objectives Writing rough research reports and corrections in it Formation of hypothesis Suggestions for further research study Sample selection Findings, conclusions and recommendations Preparation of research tools Implementation of Pilot study Verification of Objectives Testing of hypothesis Data collection with the help of questionnaires and its analysis Analysis and interpretation data Pre-observation of the lessons and its analysis Data collection from students tests in all four language skills Implementation of the training programme for the teachers Post-observation of the teachers lessons Discussion with the teachers and Guidance to the teachers 3.9 Summary This chapter has discussed about the methods and procedures of the research study. It includes research design, the methodology employed for the teachers, procedure used for the research, the sampling design, participants, data collection, in-service training programme, its benefits, and communicative approach for the teachers and its relevance in the present research and analysis techniques. It has also discussed the procedure of the test for the learners. The next chapter includes analysis and interpretation of the data collected through the questionnaires from the teachers and observation of their lessons and also analysis and interpretation of the students tests in all four language skills questionnaire. Data was classified, analysed, interpreted using the statistical method and conclusions are drawn.

College Case Essay

As I near the end of my senior year, I reflect on the events of my life that have molded me into the person I am today. In 2005 my parent’s divorced several weeks after their 13 year anniversary. Only 10 years old at the time, I understood that I had the responsibility to set the example as the eldest child of two younger brothers. Although this was a challenging time for my brothers, being so young and confused, the three of us overcame it together. For a year it was tough to grasp the thought of our parent’s divorce, but we managed to make the best of it from then on. I lived primarily with my mother because of the location and convenience of my school. My brothers lived with my father about 45 minutes away. In the beginning of my 8th grade year in 2008, my mother remarried to a man named Chance, who she had only known for two months. Living with her for 3 years prior, I continued to through her new marriage. My bed was now the living room couch, and privacy was no longer an option. My freshman year was great. I had amazing friends and my grades were exceptional. It was during my sophomore year that things slowly seemed to fall apart. My grades declined, school attendance was unsteady, and socially I drifted from friends and teachers. At times my classmates would wonder why I’d miss so much school or why I couldn’t seem to focus during class. â€Å"I’m just tired,† I always said. â€Å"Don’t worry about me.† On the night of February 12, 2011 I received a call from my mother while staying the weekend at my father’s home in south Kona. Her voice shaky, she stuttered to ask the question I dreaded for 3 years. â€Å"Did Chance ever hurt you?† I said no as she repeated the question once again. â€Å"No† I said. She asked again, except this time she asked, â€Å"Do you promise on your sister?† My sister died of turner syndrom e in 1999. â€Å"I can’t do that mom,† I said, anticipating the consequences of my confession. What happened after that phone call was heart breaking. My very own mother refused to believe what I had told her. She even had the audacity to tell my family there was no way her husband could have done such things and refused to divorce him. From that night forward I lived with my father permanently. Three months after the disclosure I met with a detective in Kona, whom would investigate my case closely. My junior year was beginning and school became an obvious challenge. I continued to stay out of contact with my mother and her husband Chance. I received the support of my family, as well as my school counselor, who became well aware of my situation. It was the end of my junior year now and my mother still did not believe me. August 13, 2012 was my trial date at the Kealakekua courthouse. To my surprise, my mother was in the waiting room. I was very nervous, but knew that sticking to the truth of my story was the right thing to do. My family waited as I entered the courthouse. My prosecuting attorney did her best to prepare me for this day, knowing the difficulty of the process. I did what I had to do, and my parents and nana watched wide eyed as I exited the room. They rushed to my attorney and I awaiting an answer, as she said â€Å"we did it, it’s a true bill.† I was overwhelmed with relief, as I looked to my crying mother. She hugged me, and said â€Å"I’m sorry† as we departed. I knew that wouldn’t be the end of it. There would be more upcoming court dates to settle the sentence during my senior year. For about 3 years a household member was silently abusing me, but I finally found the courage to say something. I found strength in sticking to the truth of my story and never letting disbelievers tell me there will be no justice. From that day forward I promised myself that I would continue to pick myself up, never soaking in self-pity, and achieving my goals. I look back on these events with gratitude, knowing that because of what has happened to me, I will be able to help young, victimized girls by reaching out with open arms and guiding them through their hardships. I am humbled by these experiences and know that I have a purpose in this world to provide support throughout the community. I strive to live life through these values, as my perspective on life has brought me to realize the utmost importance of doing what is right. Sexual, physical, verbal, and all other forms of abuse are unacceptable and inhumane; however there can be justice if one is willing to fight for it. I am Leila-Marie Wong, proof that through strength and perseverance all can be endured.