How to Overcome a Challenging Obstacle Free Essays

How to Overcome a Challenging Obstacle in Your Everyday Living. Amethyst K. Oliver Baker College of Clinton Township Composition I Andrea Nienstedt How to Overcome a Challenging Obstacle in Your Everyday Living. We will write a custom essay sample on How to Overcome a Challenging Obstacle or any similar topic only for you Order Now Overcoming a struggle is normal for everyone. People should not be ashamed of what they are not good at; we have to look at the fact that each individual is not going to become good at anything so easily like we want it to be. It is always good for a person that wants to really learn something they believe they will be become stronger at. It takes take time and patience. I personally believe for the individuals that are the ones that can’t accept the fact when someone makes a mistake they are not understandable. Dealing with difficult people is very common in life, sometimes we have to figure out and understand the ones who tries to criticize others-what makes them behave the way they do. I think being assertive is always the right thing to do. I’m going to discuss what Sedaris’s obstacles in this essay were and also discuss more about my few obstacles that was related to Sedaris, personally. Reading what David Sedaris was going through in the essay he wrote, called â€Å"Me Talk Pretty One Day,† the one thing I can relate to that is that I know how it definitely feels to think that you are so alone in a new environment redundant. Personally, I went to two different high schools and I was afraid of meeting new people at first; I was never used to switching schools. I had always stayed at the same school, but I had realized in the near future I would had to face up my fears and socialize with different individuals, different ethnicities. At my last high school, I felt so alone. Everyone at the school had their own â€Å"cliques;† I was always to myself, from the time I started there until the time I was finished. I would try to socialize with some of the people, but I would have this thought that they probably weren’t going to like me. Honestly, there were some people that I kind of wanted to hang around with but they were too stuck-up. I told myself I would never try to please other people if they don’t want to become my â€Å"friend. † Sedaris went to a school in France just to learn and experience a new language: French. When he arrived, he was sadly stuck with a teacher who was abusive and said nasty things to him and other individuals. All of the things that she was saying were frustrating him; he tried to not let her vicious words get to him. He thought he was all alone, in this crazy teacher’s world, when one day he came in to see everyone huddled together talking a language to each other. In addition to that, close to the end of the essay he was finally able about to speak their language just because of the contention that happened in the classroom between his teacher and one of his classmates. I’ve learned from the Golden Rule: â€Å"Treat others the way you want to be treated, respect is earned not given. † Basically what this verse in my own personal experience that I’ve dealt with in my life as I am going to explain about is if there was something that I did not know how to do but another individual doesn’t respect nor understand you are learning something for the first time and they judge you so bad just because my learning skills were different than theirs, they don’t understand the true meaning of fairness. The importance of everyone is not always going to be talented at every single thing, which that does not make them a bad person. Whenever I start learning something that is new to me I always ask someone to help me get through it most will always give back and help me with what they need to do, and majority may not. For the people that would criticize I will not be able to succeed and make it out here in this life. I’ve learned that sometimes it can be hard not letting things get into you, but in order to become stronger you have to believe in yourself and think about the outcomes into figuring out, â€Å"What If? Most importantly, collaboration is very important. The more you and that individual collaborate the better you will be as far as reaching for success. Generally speaking, learning a whole new different language is not easy; there are so many concepts to learning a new language for many individuals to understand. Although, learning how to speak a foreign language tha t interests you is extremely important. You do not have to pay money or travel just to learn a foreign language, where if you go to school and they have a teacher who teaches one of the many foreign languages for free. When practicing on becoming better at learning a foreign language, there are different aspects into learning a whole new language, which includes with the grammar and pronunciation (the two important ones in composition. ) The pronunciation can become the bigger problem; it can be so hard to pronounce something that is new to you. â€Å"You exhaust with your foolishness and reward my efforts with nothing but pain; do you understand me (Sedaris, 2000)? † What Sedaris meant by that is he was tired of what this rude teacher had said to him, it was time for him defend what was right and let it continue. I know the thing that you speak exact now. Talk me more, you, plus, please, plus (Sedaris, 2000). † Two of the quotes in Sedaris’s essay, he meant was that he finally understood the language from after all the chaos and commotion that was going in the classroom and he told that teacher if she has something to say to him say it again. He wasn’t afraid to speak wh at was on his mind. Those were the two major quotes in Sedaris essay that really moved me and it made me realized with he was emotionally suffering with his deceiving teacher. He was proving his fact toward the teacher and he wasn’t going have her believe that he couldn’t speak out his â€Å"true feelings. † In this essay I’ve read, I believed that Sedaris is a hard worker that is trying his best to accomplish what he was trying to do. I believe that this teacher wanted everyone to get better at the language she was teaching but in my opinion she has to understand that everyone’s person learning skills are way different than others. Similarly, Sedaris and I had one issue in common and that was feeling like you are all alone in this world but really it does feel that way whenever you are at a new environment. Differences are not good or bad, but it is good to accept the fact that people do things differently is the first step to understanding what how they learn differently and with whom they truly are. Be willing to try new things and avoid criticizing others and not let him or her underestimate your abilities. Reference: Sedaris, D (2000) Me Talk Pretty One Day. Me Talk Pretty One Day (pp. 166-173) New York: Little, Brown. How to cite How to Overcome a Challenging Obstacle, Papers

Absolutism in Europe free essay sample

Many countries in Europe experienced hardships in the year 1500s due to a lot of ideologies that led to reforms and freedom of the populace form peasantry. Such reformation also embodied the equality among common masses and the continuous spreading of protection of rights for every people in a particular country. As this philosophy continued to flourish in Europe, more conflict began to arise by the common people to be able to claim and fight for that rights they want. In addition to that, countries like France, England, and Germany also suffered from struggles due to the political breakdown in their lands. Because of that, many sought ways on how to improve the situation in their country and all of these efforts led to the decision of having a single ruler to govern over the land. This also meant the denial of such rights claimed by the common people like freedom from forced labor and land ownerships. We will write a custom essay sample on Absolutism in Europe or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Absolutism is defined as a type of government where the full power resides solely in the monarchial rule or the corresponding King of a country. This principle is based on the heavenly right of a ruler to govern a country and that this person should not be queried or challenged. According to this belief, the kingship was given to a person by God, therefore, no one should go against the will of God. With respect to the natural law, the end study still resulted to absolutism. Moreover, while absolutism provides great power on the monarch leader, they still have to maintain good relationship with the aristocrats and other nobles in the country. Members of the aristocracy played a major role in maintaining the rule of king in its good condition. These people supported the ruler by leading the armies of the land against rebels and insurgencies. On the contrary, these nobles can also dispute the authority of the single ruler, making its government shaky.   France is a good example of an absolute type of government. Under this government, the political power of France was centered on the kingship and all control over military, taxation and other state affairs is in the hand of the king. However, such control is still fragile because the king should maintain good standing with the other nobles and aristocrats and should maintain a standing army to preserve his rule. With France, King Henry IV laid policies that further strengthened the monarchial rule over the French territory which in turn, provided benefits on the public. In addition to that, King Henry also acquired the services of religious ministers to establish an improved management and as a result, many structures were built that further improved the lives of the people. Conversely, rebellions emerged when higher taxation was imposed by the French ministers, and this made the government weaker and its influence limited. The uprising was led by other aristocrats that defied the orders of the king to collect dues that were beyond the normal taxation. As a result, compromises were made between the two parties to restore peace in France.   In countries like Austria and Prussia, absolutism is said to be very effective and was less challenged by wars or rebellions by its citizens and nobles. When the Ottoman Empire attempted to conquer nations like Austria, the nobles joined together that eventually led to the defeat of the Turkish armies.   As a result, the authoritarian rule of the present leader on that country was further supported by the people of Austria. The same happened in Prussia when wars continued to plagued the nation and the leader of this country emerged to have saved the country over the possible hardships that â€Å"war defeat† might bring to them. The war also weakened     the power of the nobles who antagonize the Prussian government at that time. In Russia, absolutism was developed and can be traced back when Russia then was conquered by the Mongolian army. The Mongol leader made the people of Russia suffer and even imposed huge taxes against the people. The Mongol leader also appointed Russian nobles to do the tax collection job over the Russian cities which eventually turned against them. When the Russian nobles already gained much resources and support from the populace, they started to revolt against the Mongol rule over their country.   When they finally beat their enemies, the ruler of Russia justified the need of absolutism in their country to further strengthen the defense of Russia over its enemies. The tsar also improved the structures of the Russian country like the St.Petersburgh construction. The distinctiveness of absolutism that was in eastern part of Europe by the year 1600s was significantly unusual from that of nations like Spain and France in the western side of the continent. Eastern Europe was able to recover from the stage of scarcity and malady in the 1300s in a diverse way. On the other hand, when population levels in the countries in the western part of Europe were small and there was a lack of manual labor in the medieval era, the peasants were able to attain greater liberty from the said limits occurred in the feudalism epoch. Conversely, in Eastern Europe the landlords and the aristocrats were still clever to constrict the peasants on their lives and as a result, weaken their struggle for freedom. A valid hypothesis for that scenario is that this might happened because those rulers in places in the western part of Europe were much more prominent than in the Eastern towns for the reason that of extensive commercial revolution that happened in the West. These towns gave a substitute and usually a sanctuary for the masses that were not in their original land. Additionally, monarchies in the western part of the continent frequently seen by the populace to protect them from their enemies who would want to plunder their land. The policies made by these rulers were also for the ordinary public to be protected from mistreatment of those who are in the noble families. There are three known countries with powerful kingdoms and these are Prussia, Austria and Russia. All of these nations proved to their citizens the worth of having a single ruler to oversee the whole kingdom and toe welfare of the entire public. They also provided protections for the people who were vulnerable from their enemies like barbarians and other nomadic groups. On the other hand, landlords in the eastern part applied pressures to the peasants to produce goods for other nations rather than for their own spending. As such, the populace was not satisfied with the rule of their landlords in the east, thus, adding mistrust on the kingship of the rulers in the Eastern Europe. In addition to that, there was limited growth in the population in the Eastern Europe and as a result, nobles easily dominated these lands. The rulers perpetually received support from the aristocrats and letting them a liberated life in controlling their own populace. References Absolute Monarchy and Enlightened Absolutism. Retrieved on Feb 25, 2009. Retrieved fromwww.wsu.edu Absolutism. Retrieved on Feb 26, 2009. Retrieved from www.sunysuffolk.edu Reign of Louis XIV. Retrieved on February 26, 2009. Retrieved from www.stetson.edu

Importance of Personality in Matching - Free Samples to Students

Question: Discuss about the Importance of Personality in Matching People to Jobs. Answer: Introduction The robust economy competition for talents of employee has made it tough for employers to fill the positions which are open in the organization, caused the hiring process to suffer. Companies are gradually willing to compromise good hiring practices to bring people on board as quickly as possible. It is not uncommon to use a single employment interview to make a hiring decision even for positions for professionals. The concerns of a bad hire are repeatedly overlooked in favour of simply filling a position. Even when companies are concerned about the quality fit of a new hire, the requirement for effectiveness in the process of hiring often prevents using measures other than a selection interview. However, a rational and efficient enrichment to the selection interview which increases accuracy would likely be well received. Human personality is often defined in terms of traits. These traits are assumed to be generally characteristic of an individual and their tendency to behave a certain way across situations (Levy, 2016). The Big Five model of normal personality is thought to have five distinct dimensions: Openness to Experience, Conscientiousness, Extraversion, Agreeableness Neuroticism (McCrae John, 2012). The Big Five model is the most widely used and researched measure of normal personality (Gosling, Rentfrow, William, 2013). While there has been variation in naming the five dimensions, it is generally accepted that the Big Five model is an effective tool for measuring normal human personality. Each quadrant of the Big Five model suggests different traits and tendencies for the individual. Individuals rating themselves as open to experience are considered to be artistically sensitive, intellectual, broad-minded, original, curious, cultured imaginative (Mount Barrick, 2011). The individuals tend to prefer environments which assist them in learning new things (Judge, Mount Barrick 2013), which are unusual (Rolland, 2012), which assist them in becoming innovative creative (Bateman Crant, 2009). Those rating themselves as conscientious are mostly considered persevering, achievement-oriented, hardworking, well-planned, organized, responsible, thorough careful (Mount Barrick, 2011). Individuals characterized by this dimension incline to be diligent, have a strong will to achieve (John McCrae, 2012), which are determined, in control of their impulses, follow the rules (Rolland, 2012). Those who see themselves as extraverted tend to be active, talkative, assertive, gregarious sociable (Mount Barick, 2011). Such individuals tend to be dominant (John McCrae, 2012), charismatic (Bateman Crant, 2009), value big social networks (Eaton, Costa, Miech Sutin, 2009). Individuals that rate themselves as agreeable are defined as tolerant, soft-hearted, forgiving, cooperative, good-natured, trusting, flexible courteous (Mount Barrick, 2012). Agreeableness is characterized by a preference for work environments which inspire teamwork (Barrick, 2011) social sensitivity (Bateman Crand, 2009), they value characteristics such as emotional support, nurturance altruism (John McCrae, 2012). Individuals that rate themselves as neurotic tend to be insecure, worried, emotional, embarrassed, angry, depressed, anxious (Mount Barrick, 2011). These individuals tend to fear novel situations, view reality as threatening (Barrick, 2011) desire steady environments (Slaughter Greguras, 2014). By evaluating personality, researchers are able to categorize the public into generalized tendencies and thus are able to predict general behaviour. In the current study, the Big Five framework is used to assess how individual personality types vary in their attraction to different types of organizational personality. Proactive Personality While there are many variations in ways of describing of personality, proactive personality as a trait tends to function in a way that is unlike the Big Five personality types. As per the researchers, individuals with a proactive personality possess the propensity to pursue opportunities without permitting situational barriers to interfere with their objectives. These individuals are more likely to manage their careers by pursuing opportunities that allow them to perform most successfully (Seibert et al., 2009). They expect change, they actively select, create, shape their work environments. It has also been validated that proactive personality is associated with higher levels of career success. Individuals with proactive personality are valuable to companies because of their strong commitment work ethic commitment to their careers. Individuals with proactive personalities will pursue opportunities that they believe will move them towards their goals. Proactive personality has been demonstrated to lead not only to career success, but also to career satisfaction (Seibert et al., 2009). These individuals value learning new skills and believe that the better they become in their careers the more successful they will be in the long run. Because these individuals are drawn to opportunities that advance their careers, they are likely to be drawn to organizations that are growing successfully or to organizations perceived as rigorous, demanding, reputable, dominant, or growing. Organization Personality Perceptions Organizational personality is a component of organizational image. An organizations personality is defined similarly to brand personality. Researchers define brand personality as the set of human features accompanying with a brand (p.347). Organizational personality is similarly described as the set of human characteristics accompanying with an organization. Organization personality perceptions are beliefs held by job seekers regarding potential employers, based on perceived human characteristics. The present study investigates the relationship amongst organization personality perceptions and an individuals Big Five personality and proactive personality. Specifically, this study investigates the degree to which people with different personalities are attracted to different types of organizational personalities. As mentioned above, this study varies from the study Slaughter and Greguras (2014) have recently conducted in two ways. First, the relationship between organizational personality perceptions and Big Five personality are independent of specific companies, and thus examine only the relationship between the two constructs. Second, this study examines the relationship between organization personality perceptions and proactive personality. This study proposes similar hypotheses as Slaughter and Greguras, in the attempt to retest the relationship between organizational personality perceptions and human personality using a different methodology. That is, I will examine the deg ree to which individuals with different personality types are attracted to different types of organizational personalities in a potential employer. The Boy Scout dimension: The adjectives used to describe organizations perceived to be high on the Boy Scout dimension are honest, helpful, and attentive to people, personal, pleasant, family-oriented, friendly, cooperative, and clean. Target, Disney, and Johnson and Johnson are examples of firms that are described by this dimension (Slaughter Greguras, 2014). These organizations are considered to be benevolent employers, and the people who work for these companies are considered to be kind, honest, and family-oriented (i.e. agreeable). Individuals that are team-oriented, soft-hearted, hardworking, and responsible (i.e. conscientious) may find organizations that represent the Boy Scout dimension to be attractive. Hypothesis 1 (a-b): Those who are more (a) agreeable and (b) conscientious will be more attracted to organizations strong in the Boy Scout dimension. Specifically, preference for the Boy Scout dimension will be correlated with (a) Agreeableness and (b) Conscientiousness. The Innovativeness dimension. The adjectives used to describe organizations perceived to be high on the dimension of Innovativeness are creative, exciting, original, unique interesting. IBM, PepsiCo, and Microsoft are examples of firms that are described by this dimension (Slaughter Greguras, 2014). Innovative companies tend to push research and development of new products continuously. These companies have a reputation of excellence and are growing as part of their business model. Individuals who are ambitious and hardworking (i.e. conscientious), those who value novel experiences and creativity (i.e. open to experience), and those who value growth opportunities (i.e. proactive) may be drawn to innovative organizations. Hypothesis 2 (a-c): Those who are more (a) conscientious, (b) open to experience and (c) proactive will be more attracted to organizations strong in the Innovativeness dimension. Specifically, preference for the Innovativeness dimension will be correlated with (a) Openness to Experience, (b) Conscientiousness, (c) Proactivity. The Dominance dimension: The adjectives used to describe organizations perceived to be high on the dimension of Dominance are active, busy, dominant, popular successful. CocaCola, ATT, Disney General Motors are examples of firms that are described by this dimension (Slaughter Greguras, 2009). Because these firms tend to be large corporations, they also tend to be very competitive and have strong histories of success. Individuals that value strong social networks (i.e. extravert) and opportunities to learn and advance through hard work (i.e. proactive) within the organization may be attracted to organizations characterized by the Dominance dimension. Hypothesis 3 (a-c): Those who are more (a) extraverted and (b) proactive will be more attracted to organizations strong in the Dominance dimension. Specifically, preference for the Dominance dimension will be correlated with (a) Extraversion and (b) Proactivity. The Thrift dimension: The adjectives used to describe companies perceived to be greater on the Thrift dimension deprived, undersized, poor, sloppy, reduced, simple, low class low budget. .C. Penney, Meijer, Bob Evans, Subway Wal-Mart are all examples of firms that are described by this dimension (Slaughter Greguras, 2009). The Thrift dimension has only been demonstrated to show negative relationships with attractiveness (Slaughter et al., 2014; Slaughter Greguras). Therefore, the Thrift dimension is only expected to have negative relationships with the Big Five dimensions. The Thrift dimension is perceived as low class, low budget, and simple; therefore the people who work there are perceived to be the same. For this reason individuals that are ambitious (i.e. conscientious), sociable (i.e. extraverted), and team-oriented (i.e. agreeable) may find these organizations less attractive. Hypothesis 4 (a-c): Those who are more (a) agreeable (b) extraverted (c) conscientious will be less attracted to organizations strong in the Thrift dimension. Specifically, preference for the Thrift dimension will be negatively correlated with (a) Conscientiousness, (b) Extraversion and (c) Agreeableness. The Style dimension. The adjective is used to describe organizations perceived to be greater on the dimension of Style; individuals are stylish, fashionable, hip, and trendy. Nike, Reebok, Pepsi, and Motorola are examples of firms that are described by this dimension (Slaughter Greguras, 2014). Individuals that are attracted to this dimension will prefer organizations that define style and create popular culture. These individuals will likely be creative, artistic, open-minded, and cultured (i.e., open to experience) and prefer organizations where they will have the opportunity to be creative and explore new ideas Hypothesis 5: Those who are more open to experience will be more attracted to organizations strong in the Style dimension. Specifically, preference for the Style dimension will be correlated with Openness to Experience. As recruitments are becoming more competitive, companies require attracting the forms of job applicants which best fits their requirement. References Aaker, D. A. (2011). Managing brand equity: Capitalizing on the value of a brand name. New York: Free Press. Aaker, D. A. (2016). Building strong brands. New York: Free Press. Aaker, J. L. (20014). Dimensions of brand personality. Journal of Marketing Research, 34, 347-356. Barrick, M. R., Mount, M. K. (2011). The Big Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1-26. Barney, J. B. (2010). Organizational culture: Can it be a source of sustained competitive advantage? Academy of Management Review, 11, 656-665. Bateman, T. S., Crant, J. M. (2013). The proactive component of organizational behavior: A measure and correlates. Journal of Organizational Behavior, 14,103-118. Cable, D. M., Turban, D. B. (2011). Establishing the dimensions, sources, and value of job seekers employer knowledge during recruitment. Research in Personnel and Human Resources Management, 20,115-163 Crant, J. M. (2015). The Proactive Personality Scale and objective job performance among real estate agents. Journal of Applied Psychology, 80, 532-537. Devendorf, S. A., Highhouse, S. (2014). Applicant-employee similarity and attraction to an employer. Journal of Occupational and Organizational Psychology, 81, 607-617. Kapferer, J. (2014). The new strategic brand management: Creating and sustaining brand equity long term. London: Kogan Page Keller, K. L. (2013). Conceptualizing, measuring, and managing customer-based brand equity. The Journal of Marketing, 57, 1-22. Leonard, B. (2009). HR squeezed by tight labor market. HR Magazine, 44, 37. Levy, P. E. (2016). Industrial/organizational psychology: Understanding the workplace. Boston: Houghton Mifflin. Seibert, S. E., Crant, J. M., Kraimer, M. L. (2009). Proactive personality and career success. The Journal of Applied Psychology, 84, 416-27 Slaughter, J. E., Zickar, M. J., Highhouse, S., Mohr, D. C. (2014). Personality trait inferences about organizations: Development of a measure and assessment of construct validity. Journal of Applied Psychology, 89, 85-103. Sutin, A. R., Costa, P. T., Miech, R., Eaton, W. W. (2009). Personality and career success: Concurrent and longitudinal relations. European Journal of Personality, 23, 71-84

Teaching Poetry Essay Example For Students

Teaching Poetry Essay The development of listening comprehension forms one of the important bases of this recess. The child learns to understand what they hear, speculating about what it could mean. The content of what the children are offered in the new language is of crucial importance in motivating them to work out the meaning of what they hear and read. The same is true for developing speaking skills. Poems give children the opportunity to gain experience with pronunciation and intonation, through play, without anxiety. Recent findings in cognitive psychology demonstrate clearly that the development of foreign-language skills doesnt take place independently of the childs general cognitive development. In this case the teacher can help develop the poetry.. Introduction_ Summary. References 1 7 con Children learn a language Nina development oaf listening corn process. The child learns to UN could mean. The content of wet crucial importance in motivator and read. The same is true fool opportunity to gain experience without anxiety. We will write a custom essay on Teaching Poetry specifically for you for only $16.38 $13.9/page Order now Recent filling development of foreign-langue general cognitive development childrens general intellectual skills, while at the same and speaking skills, which should precede reading an the key factors that determine the rate and success of main incentive to initiate learning a foreign language reserves and sustain the long and often difficult Lear motivation, even individuals with the best of abilities c goals. Teachers working in state schools are first and f curriculum, but we cannot ignore the fact that this ca our learners. In addition, adolescent learners come WI psychological baggage and interests making the task greatest challenges for teachers. Using authentic liter materials is one way of motivating adolescents yet the novel in a foreign language can be daunting for many mentioned reasons the theme of my course paper is paper consists of questions which at the beginning c hillier in general where I looked at how children lea create the right environment for learning. The rest of research of how poems influence the development of Topicality of the theme is that on one hand poems are language that may help a teacher to involve the studs process, and on the other hand it is still not much pre at schools especially when it comes to more special s object of the course paper is the process of teaching p learners. The subjects of the course paper are the etc exercises that can be used when teaching poetry as a The aim of the course paper is to develop the method earners. The tasks of the course paper are: 1) to give the psychological characteristic to the child basic principles of teaching poetry; 3) to emphasize the importance of using poems to De determine role of poems in developing productive skill course paper is in development of techniques and me 1. The child as a learner. Teaching children can cause many teachers, particular teach adults, a variety of problems and generate a ran beginning the children will be highly motivated and e childrens general intellectual skills, and speaking skills. Which should pre the key factors that determine the rat main incentive to initiate learning a FCC persevere and sustain the long and o motivation, even individuals with the goals. Teachers working in state school curriculum, but we cannot ignore the our learners. In addition, adolescent I psychological baggage and interests r greatest challenges for teachers. Using materials is one way of motivating ad. Evolve in d foreign language can be dad mentioned rea sons the theme of my paper consists of questions which at I children in general where I looked at create the right environment for Lear research of how poems influence the Topicality of the theme is that on one engage that may help a teacher to I process. And on the other hand it is is at schools especially when it comes etc object of the course paper is the prop learners. The subjects of the course p exercises that can be used when teach The aim of the course paper is to dive. Learners. The tasks of the course pap 1) to give the psychological characters 3) to emphasize the importance of us determine role of poems in developing course paper is In development of etc Teaching children can cause many et, teach adults, a variety of problems an beginning the children will be highly language, and the main aim is to maintain this Iroquois and interest so that they develop a area you dont feel they are learning very fast. Most introduced to a second language at an early gag proficient in the target language will be higher. Ay the earlier the better. It is suggested that another language is between 6 and 13 [13, p. 66 to-early teens often catch up very quickly with c age. Also this does not mean that languages ca experience and environment at school and how play a vital role in language acquisition, regard Whatever the age, when children learn a second help to create opportunities in their future. The communicate with others under diverse circus bevel of proficiency, learning a second language generally broadens a childs outlook on life. It al and career opportunities. What stops children f Feeling uncomfortable, distracted or under pre Feeling confused by abstract concepts of gram they cannot easily understand; Activities which long time; Boredom; Being over-corrected . Reading the list above, one may be surprised a traditional educational practices. In fact, arrears classroom teaching may have the effect of prep learn better. One cannot force a child to learn, environment, useful resources, and carefully SST opportunities. Children learn by: Having more opportunities to be exposed to the associations between words, languages, or sent clear, relatable contexts; Using all their senses observing and copying, doing things, watching experimenting, making mistakes and checking t feeling a sense of confidence when they have e particularly when their peers are also speaking child has their own way of learning. It is a coma personality factors, some of which are explained of learners can be successful second language evaluate the methods children are using, and theyre not working. Using what you know AIBO below would suit them best. Dominant Senses Some prefer using pictures and reading (Visual explanations and reading aloud (Auditory learn physical activity to help them learn (Kinesthesia Some children are outgoing and sociable and eel language, and the main aim is to man curiosity and interest so that they De, you dont feel they are learning very f introduced to a second language at al proficient in the target language will say the earlier the better. It is segue another language is between 6 and 1: to-early teens often catch up very quiz age Also this does not mean that Lana experience and environment at choc play a vital role in language acquisitive Whatever the age, when children Lear help to create opportunities in their if communicate with others under diver level of proficiency, learning a second generally broadens a childs outlook c and career opportunities. What stops Feeling uncomfortable, distracted or Feeling confused by abstract concept! Hey cannot easily understand; Active long time: Boredom: Reading the list above, one may be traditional educational practices. In FRR classroom teaching may have the fee learn better One cannot force a child environment, useful resources, and Having more opportunities to be expect associations between words, language Lear, relatable contexts; using all the observing and copying, doing things, experimenting, making mistakes and feeling a sense of confidence when the particularly when th eir peers are also child has their own way of learning. It personality factors, some of which are of learners can be successful second evaluate the methods children are us theyre not working, using what you k below would suit them best, Dominant Some prefer using pictures and read explanations and reading aloud (Audio physical activity to help them learn (K Some children are outgoing and socio because they want to be able to communicate q Orr about mistakes, and are happy being Cree have acquired. Other children are more reflect learn by listening and by observing what is hap They may be cautious about making mistakes b Analytical processes Some children need to have everything clearly that they can understand how things work (Deed patterns that are easy to apply to the world the explanations and often ask Why? a lot. Others they are learning for themselves based on their children like asking questions and having their are more likely to tell you what they understand agree with them . .u89c62eca2c8e6b03acd3eede31bad4fe , .u89c62eca2c8e6b03acd3eede31bad4fe .postImageUrl , .u89c62eca2c8e6b03acd3eede31bad4fe .centered-text-area { min-height: 80px; position: relative; } .u89c62eca2c8e6b03acd3eede31bad4fe , .u89c62eca2c8e6b03acd3eede31bad4fe:hover , .u89c62eca2c8e6b03acd3eede31bad4fe:visited , .u89c62eca2c8e6b03acd3eede31bad4fe:active { border:0!important; } .u89c62eca2c8e6b03acd3eede31bad4fe .clearfix:after { content: ""; display: table; clear: both; } .u89c62eca2c8e6b03acd3eede31bad4fe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u89c62eca2c8e6b03acd3eede31bad4fe:active , .u89c62eca2c8e6b03acd3eede31bad4fe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u89c62eca2c8e6b03acd3eede31bad4fe .centered-text-area { width: 100%; position: relative ; } .u89c62eca2c8e6b03acd3eede31bad4fe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u89c62eca2c8e6b03acd3eede31bad4fe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u89c62eca2c8e6b03acd3eede31bad4fe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u89c62eca2c8e6b03acd3eede31bad4fe:hover .ctaButton { background-color: #34495E!important; } .u89c62eca2c8e6b03acd3eede31bad4fe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u89c62eca2c8e6b03acd3eede31bad4fe .u89c62eca2c8e6b03acd3eede31bad4fe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u89c62eca2c8e6b03acd3eede31bad4fe:after { content: ""; display: block; clear: both; } READ: Analysis of Defense of poetry EssayRepeating, encouraging, hat is needed to help a child to overcome MIS correcting the child or they might be discourage use: Dont correct, model the correct form of the boy wanted home, you can say, Yes. The boy Encourage children to correct themselves, this learning process. Say Almost right, try again Is but do not give them the answer; Some core over-correct. A page full of crossing out and cord is always being told, Wrong! Do it again! ; Apart let the child develop their ideas and fluency that corrections. The ideas are more important than level of English in mind. Give lots of praise and cant know everything . Top ten classroom teach ing: Plan what you are going to do in advance step b and your pupils know exactly where you are go only way you will be able to control up to 30 chill the first to know if you havent prepared and re your year by being firm and be consistent in you children expect a disciplined, structured class routines. Check with the class teacher what AC and make it clear to the pupils that you expect t names and address them directly; Be mobile and walk round the class; Have a clear signal for stopping activities or who silence and wait for their full attention before y instructions or demonstrations. Make sure child do; Never underestimate childrens abilities or limited English but they still have the same intent child of their age. Keep them interested by pr meaningful activities; Always ensure that child with them at the end of a lesson. Children will feel proud and have a sense of achievement if they leave the classroom being able to ask, for example, a new question in English, say something about themselves, or tell a poem. This means (see the first point above) that your aims will be clear to the children. Avoid activities that over-excite it is often difficult to return to a calm and controlled learning environment after a noisy game. Avoid activities that require a lot of movement as you will find that there is often very little space in a classroom for this type of activity. Also avoid activities that require a lot of cutting and pasting unless there is a clear linguistic outcome, as these can cut into valuable time, apart from creating a great deal of mess; Make positive comments about the childrens work and efforts and let them see that you value their work; Have additional material prepared to cope with faster and slower pupils needs and dont let activities go on too long . 2. Basic principles of teaching poetry. A lot of teachers get the same look the sigh, the rolling eye, the slump. Were going to be doing poetry in the next few classes. The teacher cringes through it, the children cringe through it. There are a few things about poetry and writing though which can inspire and bring a teacher back to believing in their ability to teach it as well as ability to help others love it. To paraphrase Robin Williams in The Dead Poets Society, poetry doesnt need to be complicated to be beautiful. They are: Keep it simple One of the biggest misconceptions is that poetry has to be difficult. This Just is not true! A teacher may have the greatest successes with simple poetic forms like Haiku, Limericks, and even lyrical narrative like Dry. Guess books which have short, simple themes. Haiku is usually about nature. Limericks are humorous and meant to poke fun. Moreover, each one can be used to convey simple ideas, using very simple techniques in writing to produce surprisingly sophisticated work . Discovering the poem For example, there are several rules concerning classical Japanese Haiku: They are three line poems; Have a syllable pattern of 5-7-5 (though this is dictated by the classical Japanese and would not necessarily be enforced in English as syllables can be shortened! ; Are usually about nature; Take place in the present (use phrases like this tree, these blossoms); Are intensely personal (seldom use names, but instead use I / you / he / she / our); Take on a remarkable literary device despite their brevity Juxtaposition! . When teaching it the teacher may follow a very time honored approach used in LET known as the guided discovery approach, which basically means helping students figure things out for themse lves without simply presenting it to them. Started with three impel poems each having some visual motif (eagles, icicles, mountains); Get pictures of these, split them into groups, and give each group one picture. Groups may have two minutes to write a three-line poem based on the picture; When finished, poems must be written on the board. Putting them side-by-side with authentic Haiku these pictures are based on, students can start forming a basis for comparison; At that point the teacher is able to activate the students and set their minds to work, saying: These are called Haiku. Look at all three! Tell me what they have in common and therefore) what makes each a Haiku of the poems youve written, which ones resemble Haiku most closely! ; Within minutes, the class as a whole can compile almost all the points listed above. They take back their own work and each group rewrites its Haiku to match the form they uncovered. Using this method as a way into poetry can be incredibly rewarding and encouraging as young people automatically feel that they can take control of the work. As a side note, the exact same technique can be used for other poetic forms as well. Limericks, for example, can be done in the same way with a great deal of success . Interacting with the poet The teacher may give the class the first two lines of Haiku only and ask them to fill in the third. By doing this, students take control of the poem and are able to engage with it. They ware able to react openly and honestly to each others final lines. In the end, they get excited and want to find out what the final line is. Moreover, when they realism that more than a few of these poems have a punchier ending, they try quite hard to predict them. This allow them to get into the mind of the poet and help them understand what someone, several hundred or even a thousand years ago, was thinking. Oddly enough, this technique backfire though! . Activities where students interact with and engage the poem and access the thoughts of the poet are invaluable to the teaching of poetry. This kind of activity is great for helping students better understand poetic forms, predicting endings or final words for classical sonnets, rhyming couplets, limericks, and song lyrics. Students might not be genius writers but they will start becoming much more prolific in their writing practice. Writing will no longer be Just a function, it will be starting to become more than that. It will be starting to become a form of play instead of work . Here line poems: Have a syllable pattern of 5-7-5 (TTT should not necessarily be enforce Take place in the present (use pr personal (seldom use names, but ; remarkable literary device despite teaching the teacher may follow as the guided discovery approach, things out for themselves without simple poems each having some of these, split then into groups, AR two minutes to write a three-line must be Mitten on the board. Put pictures are based on, students chi point the teacher is able to activate These are called Haiku Look at al (therefore) what makes each a Ha resemble Haiku most closely! ; WHOM Larsson all the points listed above. Rewrites its Haiku to match the for poetry can be Incredibly rewarding feel that they can take control of TTL can be used for other poetic form same way with a great deal of such, The teacher may give the class TFH the third. By doing this, students t with It. They ware able to react pop end, they get excited and want to realism that more than a few of TFH hard to predict them, This allow TTT understand what someone, severe thinking Oddly enough, this techs students interact with and engage invaluable to the teaching of poetic better understand poetic forms, p sonnets, rhyming couplets, Limerick Ritter but they will start becomes Writing will no longer be lust a fur It will be starting to become a for 3. Using poems to develop receptive skills. .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .postImageUrl , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .centered-text-area { min-height: 80px; position: relative; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:hover , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:visited , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:active { border:0!important; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .clearfix:after { content: ""; display: table; clear: both; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:active , .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .centered-text-area { width: 100%; position: relative ; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:hover .ctaButton { background-color: #34495E!important; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0 .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2fc1ce48608dfd9c5ddb3fc92c8ff1f0:after { content: ""; display: block; clear: both; } READ: Compare 'Follower' and 'Death of a naturalist' EssayUsing poetry in the classroom is important and MO opportunity for students to work with authentic et they make it possible to work with a whole text, an poem in the same lesson. This can be done success so long as the poems are selected with care and WI language level of the students in mind. Through the deepen their understanding of British contemporary specialist, not a literature teacher, you will find it e favorite reading and listening activities if you wan otter into the classroom . Active listening It is crucial for students to be able to get a feel for more so than for most pieces of prose. This isnt a and so listening to their teacher read the poem, or perhaps by the poet or by an actor, is essential. As students will need some kind of preparation and t engaged. They might be asked to check predictions discussion, to compare their suggested rhyming co identify stressed words and syllables. You might al listen to recorded or live discussions about poems. Form of a couple of teachers or a group of students even an interview with the poet. The teacher may he natural information gap. If the school has the f be used: Divide the students into two, or even three Give each group a different cassette or CD and task together to share what they have learned; Remember is a key factor in any activity relating to literature mustnt forget to encourage art for arts sake. Listed anything else, for that matter), is to be fostered at every opportunity, because of the obvious benefits which include motivation, vocabulary acquisition and learner autonomy. Many good song lyrics could be termed poetry and treated accordingly in the classroom, copyright rules permitting . Active reading Reading activities can centre around not only the poems themselves, but also around background reading sources like biography or criticism. Some reading texts might be produced by other students, perhaps based on internet research, if the school has the facilities; Dont get stuck in literary analysis unless the students have specifically asked for a literature lesson, but do draw attention to useful syntax, grammar and vocabulary, and beware of common poetic conventions like inverted word order, ensuring that students are aware that this is a deviation from the norms of everyday English language; Too much analysis can kill enjoyment, and teachers are aiming for the opposite! As a pre-reading activity, the students may be asked to predict what they are about to read. With poetry, this can be done with the title as a catalyst, by revealing the lines gradually on an overhead projector, or by looking at the first verse of a longer poem. Refer students back to what they have read in the text so that they are Justifying their predictions; One might like to prepare some Jigsaw reading exercises too. With shorter poems, this might involve different groups working on efferent, thematically related, poems, each group having the same set of questions; Exam students might benefit from some discourse analysis: its easy to make your own close exercise with a poem, and the students can be encouraged to try to deduce the meaning of new vocabulary from the context; More advanced learners might enjoy identifying register and reading between the lines to infer meaning. Once again, exploit the chance to encourage reading for pleasure too. Though the teacher might need to spend a bit of time finding a poem that links thematically with the scheme of work, and making sure the copyright rules are respected. Also other issue must be averted: Reject poems that are too long, too archaic or too obscure, or cant muster any enthusiasm or that the students may not respond to. The wrong poem is worse than no poem at all; Look for what you need to explain pedagogical rationale and the aims of activities very clearly, and students who have disliked studying literature in their own language may need extra motivation; Reassure the students that their other needs, e. . Exam preparation, are being met; Its worth taking the risk and using poems though, because poems can foster a love of English, ND they are so versatile; Use poems as warmers or fillers and as the catalyst for many different activities with students ranging from Pre-intermediate to Proficiency, and with multilevel classes; Students find a poem a welcome, and sometimes in spirational, change from a course book. Poems can be involving, motivating and memorable, and they can supplement and enrich Just about any lesson . Poems can be an inspirational basis for, or supplement to, a language lesson where the aim is to develop reading or listening skills. At both lower and higher levels, students can be very excited and proud of themselves for reading and understanding poetry in the original English version and perhaps best of all they start to enjoy a real taste of the culture . 4. Using poems to develop productive skills. Teachers and students enjoy reading and listening to poetry in their own language and perhaps in English too. Poems are, after all, authentic texts, and this is a great motivator. Poems are often rich in cultural references, and they present a wide range of learning opportunities. Generally, the aim is to teach English through poetry, not to teach the poetry itself, so the teacher does not need to be a literature expert. Most of the tried and tested activities used regularly by language teachers can be adapted easily to bring poetry into the classroom . Communicative speaking activities Before doing any productive work, it is good to give the students plenty of pre- reading activities so that they are adequately prepared: As a way into a poem, the teacher might play some background music to create the atmosphere, show some pictures to introduce the topic, and then get students to think about their personal knowledge or experience which relates to this topic; They then talk about the poem, iris with a partner and then in small groups, perhaps coming together as a class at the end to share ideas. The teacher may monitor and feed in ideas and vocabulary if necessary, give brief feedback on language used and note any language problems to be dealt with at a later date; The teacher may prepare worksheets f speaking activities which might involve a quiz, a questionnaire, sent completed and discussed, statements to be ranked and discussed, a Students might predict endings to verses, the whole poem, or event the end of the poem; Afterwards, the students could talk about thee espouse to the poem, discuss the characters and theme, or debate Role plays work well, interviewing a partner, or even traumatizing the making a video. Students could compare poems on related topics, w groups working on different poems and then regrouping to pool thee Working on pronunciation. It can be fun to get students to rehearse and perform a poem. The t the poem to them or play a recording, and they identify the stresses class takes a chunk (usually a line, sometimes two) at a time, and on claps out the rhythm while the other half beats time, and then they teacher recites while the students mumble rhythmically, and then a rows they could chant in a whisper, a shout, or show a range of me to work best when it is improvised. Try to keep it snappy its a high and the teacher has to know and trust each other! The teacher can intensive phoneme work centered on the rhyming patterns in the p are crying out to be exploited in this way. Lie is important to elicit POS before revealing the poets choice, and discuss which suggestions h same sound and which dont, leading to a minimal pair activity [17, Writing activities A poem can spark off some wonderful creative writing. Students can or stanzas individually or in pairs or groups.

The Sexual Revolution

Character of Technique essays

Character of Technique essays Influence of Orson Wells; Citizen Kane. There's no kidding the genius of the perhaps the greatest inovator of modern film: Orson Welles. Accomplishing in his early twenties what only a few have in their lives, this bright young star promised to alter hollywood roots forever. After working his way into a movie deal with RKO Studios, Welles created his most recognized 1941 masterpiece, Citizen Kane. Kane not only won the 1941 Oscor for best Film, but Orson shattered all kinds of molds with his controversial writing, his experimental directing, and his disturbingly convincing role as the media mogul Charles Foster Kane. Fifty years later, Citizen Kane is universally accepted as the greatest American Film ever made. Growing up, Orson Welles produced, directed, and starred in his own brilliant projects. Citizen Kane was no different. Implementing ceilings into the shot enlightened mise-on-scen and took realism to a whole new level. Complimenting the depth of the screen is Orson's amazing use of the long take. This encorporates a single camera shot lasting longer than one minute. After one viewing, this auther counted thirty-five uses of the long take in this 119 minute masterpiece. There is one scene towards the end of the film portraying Kane in his elder, darker years. The take begins in a room inside Xanadu, Kanes multi-million dollar estate, where Susan Alexander leaves the disturbed Kane for good. It continues with Kane smashing up the room. He then leaves the room and walkes passed his confused staff of waiters, butlers, and door men into a mirrored hallway. The camera work is so suddle yet so effective, it literally speaks to you without words. The long shot not only displays the sleakness of the film, it avoids over-editing, providing room for brilliant dialogue. Welles also demonstrates his prestigious stan ...

How to Be a Great Speech Writer

How to Be a Great Speech Writer So if you decided to write a speech on any topic, or a professor asked you to make a speech on a specific subject – you need some assistance in writing it, or you need to find a qualified speech writer to write the whole paper for you. The main point of doing speeches – is to be able to write a great quality speech according to your own personality, for you to be able to deliver the message of the statement to the audience effectively. Though it is perceived that the central part of the speech is the speech itself – it is wrong. The principal obligation of a quality speech writer is to be able to write a good statement, for it to be interesting for the audience, as well as to stress on the essential parts of the speech. Here are several tips on how to be a good speech writer, and manage to write a good speech for your class: Try focusing on the audience’s taste and field of interest. A good speech writer always defines what the audience will be interested in, and tries to incorporate his speech according to these interests. Never use too sophisticated language. The audience hates to admit that you are smarter than they are, so try not to sound too bright for the speech. Avoid passive voice. The most critical questions in the speech are â€Å"What?† and â€Å"Who?† A speech writer has to focus on these questions to build a good, comprehensive paper. It does not matter if you are an informative speech writer or a persuasive speech writer – you have to maintain a good and profound structure, logical and algorithmic. The best speech writers always think ahead of all consequences of the things they say in their speech. You have to be able to foresee the questions you might be asked during the speech, and you have to be able to explain yourself and answer them correctly and efficiently. All professional speech writers need to check the speeches they have written afterward. You need to reread the speech like twelve times before you can be able to stand up in front of the whole audience and communicate your message. If you are having problems with your speech – why not ask for help from an expert? CustomWritings.com can easily help and assist you with your statement. We are ready to provide you with a professional speech writer, who will help you and develop your speech for it to look magnificent, and for you to be able to succeed with the speech. CustomWritings.com has been helping students for more than ten years, and has excellent experience in speech writing. If you inquire right now – you will receive speech assistance in a matter of seconds.