Understanding Informal Speak Gonna and Wanna

Understanding Informal Speak Gonna and Wanna Wanna and gonna are two examples of informal spoken American English. Wanna means want to, and gonna means going to. Youll hear these phrases in movies, pop music and other forms of entertainment, although you are less likely to hear them in more formal shows, like the news. These two expressions are not generally used in written English but in spoken English. Wanna and gonna are examples of reductions. Reductions are short, commonly used phrases that are spoken quickly. These reductions tend to be used for function words such as auxiliary verbs. It is important to remember that there are  differences in American English and British English pronunciation. British English also has its own exceptions in pronunciation.   There are different views on whether students should use this type of pronunciation. In my opinion, students who live in North America should at least be familiar with these forms as they will hear them every day. If students decide to use this pronunciation, they should remember that it is appropriate only for informal spoken English and should not be used (except for texting, perhaps) in written English. Reductions in Questions The most common reductions are found at the beginning of questions. Heres a list of important reductions with the pronunciation written out to help you learn to recognize them in everyday American English. To begin with, listen to this reduction pronunciation sound file of the most common questions. Are you ...? aryaCan you ...? kinyaCould you ...? kudjaWould you ...? wudjaDid you ...? didjaDo you ...? dojaDont you ...? donchaWill you ...? wiljaDo you want to ...? doyawannaAre you going to ...? aryagonnaDo you have to ...? dijahafta Focus on the Main Verb If you choose to use reductions, it is important to focus on the main verb in the question to correctly pronounce using reductions. In other words, we quickly speak over the reduced forms (are you, could you, etc.) and stress the main verb. Listen to these example reduced questions to hear how the main verb is stressed. Are you ...? arya Are you enjoying yourself?Are you going to help me tonight? Can you ...? kinya Can you say that again?Can you understand me? Could you ...? kudja Could you help me?Could you visit next month? Would you ...? wudja Would you like to have dinner?Would you answer my question? Did you ...? didja Did you see him?Did you buy it? Do you ...? dija Do you play tennis?Do you eat fish? Dont you ...? doncha Dont you love it?Dont you understand? Will you ...? wilja Will you come with me?Will you finish tonight? Do you want to ...? diyawanna Do you want to have fun?Do you want to eat out? Are you going to ...? aryagonna Are you going to leave?Are you going to have lunch? Do you have to ...? dijahafta Do you have to stay?Do you have to work today? Gotta and Wanna Two of the most common reductions are gotta and wanna. Gotta is the reduction of got to. Its rather strange because its use means have to. In other words, in informal American English I got to get up early means I have to get up early. This is then further reduced to I gotta get up early. Wanna means want to and is used to indicate the desire to do something. For example, I wanna go home. means I want to go home. A synonymous expression is also I would like to go home. However, this form is much more formal.

Adlai Stevenson, Statesman and Presidential Candidate

Adlai Stevenson, Statesman and Presidential Candidate Adlai Stevenson II (February 5, 1900 – July 14, 1965) was an American politician known for his sharp wit, eloquence, and popularity among intellectuals and the so-called egghead vote in the United States. A Democrat born into a long family bloodline of politicians and civil servants, Stevenson worked as a journalist and served as governor of Illinois before running for president twice and losing both times. He rose in stature as a diplomat and statesman after his failed bids for the White House in the 1950s. Fast Facts: Adlai Stevenson Full Name: Adlai Ewing Stevenson IIKnown For: U.S. Ambassador to the U.N. and two-time Democratic presidential candidateBorn: Feb. 5, 1900 in Los Angeles, CaliforniaParents: Lewis Green and Helen Davis StevensonDied: July 14, 1965 in London, EnglandEducation: B.A., Princeton University and J.D., Northwestern UniversityKey Accomplishments: Participated in negotiations during the Bay of Pigs, Cuban Missile Crisis, and Vietnam War. Signed a 1963 treaty in Moscow banning nuclear weapons testing.Spouse: Ellen Borden (m. 1928-1949)Children: Adlai Ewing III, Borden, and John Fell Early Years Adlai Ewing Stevenson II was born on February 5, 1900 in Los Angeles, California, to Lewis Green and Helen Davis Stevenson. His family was well connected. His father, a friend of publisher William Randolph Hearst, was an executive who managed Hearsts California newspapers and oversaw the companys copper mines in Arizona. Stevenson later told a journalist who wanted to write about book about him, My life has been hopelessly undramatic. I wasnt born in a log cabin. I didnt work my way through school nor did I rise from rags to riches, and theres no use trying to pretend I did. Im not a Wilkie and I dont claim to be a simple, barefoot La Salle Street lawyer. Stevenson got his first real taste of politics at age 12, when he met New Jersey Governor Woodrow Wilson. Wilson asked about the young mans interest in public affairs, and Stevenson left the meeting determined to attend Wilsons alma mater, Princeton University. Stevensons family moved from California to Bloomington, Illinois, where young Adlai spent most of his childhood years. He attended University High School in Normal for three years before his parents withdrew him and placed him in Choate Preparatory School in Connecticut. After two years at Choate, Stevenson headed to Princeton, where he studied history and literature and served as managing editor of the The Daily Princetonian newspaper. He graduated in 1922 and then began working toward his law degree- first at another Ivy League school, Harvard University, where he spent two years, then Northwestern University, from which he obtained his law degree, in 1926. In between Harvard and Northwestern, Stevenson worked as a reporter and editor at the family newspaper, The Pentagraph, in Bloomington. Stevenson went to work practicing law but would eventually ignore the advice of his father- Never go into politics, Lewis Stevenson told his son- and ran for governor of the state. Political Career Stevenson served as governor of Illinois from 1948 to 1952. However, the roots of his political career can be traced to more than a decade earlier, when he worked with President Franklin D. Roosevelt on the details of the New Deal. Eventually, he was recruited to take on the corrupt administration of Republican Illinois Gov. Dwight H. Green, which was known as the Green Machine. Stevensons resounding victory on a campaign platform of good government propelled him into the national spotlight and eventually paved the way for his nomination at the 1952 Democratic National Convention. The 1952 presidential campaign was largely about the threat of communism and government waste in the U.S. It placed Stevenson against a popular Republican, General Dwight D. Eisenhower. Eisenhower won handily, taking nearly 34 million popular votes to Stevensons 27 million. The Electoral College results were crushing; Eisenhower won 442 to Stevensons 89. The result four years later was the same, even though the incumbent Eisenhower had just survived a heart attack. Stevenson Turns Down Russian Help in 1960 Election In early 1960, Stevenson stated that while he would run if drafted, he would not seek a third Democratic presidential nomination. However, then-Senator John F. Kennedy was very actively seeking the nomination. While Stevenson’s 1956 campaign promise to oppose U.S. nuclear weapons development and military growth had not resonated with American voters, it did convince the Soviet government that he was â€Å"someone they could work with.† According to Stevenson’s personal biographer and historian John Bartlow Martin, Soviet ambassador to the U.S. Mikhail A. Menshikov met with Stevenson at the Russian embassy on January 16, 1960 on the premise of thanking him for helping arrange Soviet premier Nikita Khrushchev’s visit to the U.S. But at some point during caviar and vodka, Menshikov read Stevenson a note from Khrushchev himself encouraging him to oppose Kennedy and make another presidential run. â€Å"We are concerned with the future, and that America has the right President,† Khrushchev’s note read, in part: â€Å"All countries are concerned with the American election. It is impossible for us not to be concerned about our future and the American Presidency which is so important to everybody everywhere.† In the note, Khrushchev went on to ask Stevenson for suggestions on how the Soviet press could â€Å"assist Mr. Stevenson’s personal success.† Specifically, Khrushchev suggested that the Soviet press might help endear American voters to Stevenson by criticizing his â€Å"many harsh and critical† statements about the Soviet Union and Communism. â€Å"Mr. Stevenson will know best what would help him,† Khrushchev’s note concluded. In later recounting the meeting for his biography, Stevenson told author John Bartlow Martin, that after thanking the Soviet ambassador for delivering the offer and Premier Khrushchev for his â€Å"expression of confidence,† Stevenson then told Menshikov of his â€Å"grave misgivings about the propriety or wisdom of any interference, direct or indirect, in the American election, and I mentioned to him the precedent of the British Ambassador and Grover Cleveland.† Which caused Menshikov to accuse President Eisenhower of interfering in recent British and German elections. Always the diplomat, Stevenson politely declined the Soviet leader’s offer of assistance and repeated his refusal to seek the nomination. Kennedy would go on the win both the Democratic nomination and the 1960 presidential election over Republican Richard Nixon. Ambassador to the United Nations President John F. Kennedy appointed Stevenson, who had a deep knowledge of foreign affairs and popularity among Democrats, as the ambassador to the United Nations in 1961. President Lyndon B. Johnson reconfirmed him for the position later. Stevenson served as ambassador to the U.N. during a tumultuous time, through debates over the Bay of Pigs and Cuban missile crises and the Vietnam War. It was a role for which Stevenson ultimately became famous, known for his moderation, compassion, civility, and grace. He served in the post until his death four and a half years later. Marriage and Personal Life Stevenson married Ellen Borden in 1928. The couple had three sons: Adlai Ewing III, Borden, and John Fell. They divorced in 1949 because, among other reasons, Stevensons wife was said to have loathed politics. Famous Quotes Perhaps no other quote sums up Stevensons worldview better than his call for peace and unity before the United Nations in Geneva in 1965: We travel together, passengers on a little space ship, dependent on its vulnerable reserves of air and soil; all committed for our safety to its security and peace; preserved from annihilation only by the care, the work, and I will say, the love we give our fragile craft. We cannot maintain it half fortunate, half miserable, half confident, half despairing, half slave to the ancient enemies of man half free in a liberation of resources undreamed of until this day. No craft, no crew can travel with such vast contradictions. On their resolution depends the survival of us all. Death and Legacy Just five days after making that speech in Geneva, on July 14, 1965, Stevenson died of a heart attack while visiting London, England. The New York Times announced his death this way: To the public dialogue of his time he brought intelligence, civility and grace. We who have been his contemporaries have been companions of greatness. Stevenson is, of course, frequently remembered for his two failed bids for president. But he also left a legacy as an effective and polished statesman who won respect from his international peers and made a point of meeting personally with representatives of each of the 116 governors in the organization. Sources Adlai Ewing Stevenson: An Urbane, Witty, Articulate Politician and Diplomat. The New York Times, July 15, 1965.Adlai Stevenson II Biography, The Eleanor Roosevelt Papers Project at The George Washington University.Adlai Today, McLean County Museum of History, Bloomington, Illinois.Adlai Stevenson II, Stevenson Center for Community and Economic Development at the Illinois State University.Martin, John Bartlow (1977). .An Immodest Proposal: Nikita To Adlai American Heritage Vol. 28, Issue 5.

Analyzing film The Story of Bottled Water Essay Example | Topics and Well Written Essays - 500 words

Analyzing film The Story of Bottled Water - Essay Example The film seeks to explain how bottled water is not safer than tap water thus people should opt for tap water that is cheaper. The most important pattern of the film is when it indicates how bottled water is a scam. Indeed, the simplest way of understanding this is by watching the short film that utilizes simple language and charming episodes that makes viewers walk through the economy of bottled water. In brief, the film brings into attention benefits that emerge from taking tap water than bottled water. It indicates how bottle water is not often cleaner than tap water and worse to it cost expensive. To persuade the audience of its purpose, the film uses two strategies, which are simplest language and animation. The film uses simplest language that â€Å"Bottled water costs about 2, 000 times more than tap water.† The narrator proceeds by saying how bottled water is a lot pricier than tap water despite being not safer than tap water. The film uses animation to contribute the effect of the video of most people taking ten bottled water that in total is a lot pricier. This video is created in such a way that, it persuades viewers to take tap water as it easily available and cheaper compared to bottled water that frequently derived from the tap, which is sometimes not safer than tap water. The film captures viewers’ attention when it recalls how the Coca-Cola Company discovered that its water exceeded the limit for carcinogen and bromated. Still, it highlights how The Environmental Working Group tested ten bottled water to have contained harmful chemical pollutants thus, indicating how bottled water is not safer than tap water. The purpose of the video is to educate viewers on being cautious not to spend more money on bottled water while it is not safer than tap water. In doing this, he uses the text of how Americans spends a lot of money purchasing bottled water and indeed, it is not safer than tap water as it

What role has human activity played in causing climate change Essay

What role has human activity played in causing climate change - Essay Example Fossil fuels burnt to achieve humanistic objectives raise the extent of such greenhouse gases in the atmosphere as carbon dioxide, methane, nitrous oxide and chlorofluorocarbons. Besides, rapid deforestation has also contributed to the 30% increase in the extent of carbon dioxide in the atmosphere over the last two centuries which is even expected to double in amount by the end of 21st century should the current practices continue. (Hamburg et al, 1997). Methane, second to carbon dioxide in amount in the atmosphere is generated from rice cultivation and decaying landfills. Human agricultural and industrial activities have drastically increased the amounts of greenhouse gases in the atmosphere which has led to an increase in temperature and ozone depletion. Studies have been conducted on various levels to estimate the human contribution to the change in climate and scientists are of the view that had humans not been involved in the game, Earth’s surface temperature would not ha ve even risen by 0.5C where it is actually foreseen to rise by 3.5C till 2100 since 1991. (Hamburg et al, 1997). Research suggests that humans are chiefly responsible for changes in climate. Hamburg, SP, Harris, N, Jaeger, J, Karl, TR, McFarland, M, Mitchell, JFB, Oppenheimer, M, Santer, BD, Schneider, S, Trenberth, KE and Wigley, TML 1997. â€Å"Common Questions about Climate Change†. United Nations Environment Programme - World Meteorological Organization, viewed 5 September, 2010,

Case Study of Personality Theories Essay Example for Free

Case Study of Personality Theories Essay Abdul Hnnan a 12 year old boy, who has been presented with language, academic and behavior difficulties. Hnnan had a traumatic delivery and suffered from hypoxia. Hnnan’s early motor and language milestones were grossly delayed. He sat and crawled at 2.6 years of age and walked after 3 years. His language was delayed and he spoke his first words at 4.6 years to 5 years and in sentences after 5 years. His speech was unclear and could be understood by his parents at age 6 years. However, even now outsiders understood 75% of what he said. His gross motor skills and fine motor skills were poor. He started climbing stairs at 4 to 5 years and started pedaling at 5 years. He still could not pedal a bicycle, tie his shoelaces and button his shirt. Hnnan was a placid baby who did not respond, had no eye contact and had a squint. He slept for long hours and had to be force-fed. He was hyperactive, destructive and aggressive after 3 years. He banged his head. He disliked visitors and could get very distressed. He hated any object in the house being displaced and insisted on having everything in order. He was very difficult to manage. He liked to spin around and jump. At the age of 4 to 5 years, he started noticing other children and started taking interest in them. He became less hyperactive, less aggressive and was more amenable to instructions. However, presently he was still restless and jumped a lot. He could still spin around for hours. He liked being on his own but also could be talkative, over friendly and odd. He repeatedly asked the same questions and was naive. For example, during the interview he repeatedly asked â€Å"Can a cow hurt or not? What if I play with it, will it hurt me or not?† He had writing problems because of his hand tremors. He was always restless and distractible and could not sit for more than a few minutes. His memory was very good but his understanding was weak. His mother has to sit with him for hours to teach him language and concepts. He has difficulty with understanding complex or abstract concepts. He did not have problems in social interaction but had difficulties in social communication and imaginative and flexible thinking. Difficulties with self control is presenting as restlessness, inability to follow adult agenda and paying attention to other people, to what they might be saying, thinking or feeling. SOCIAL HISTORY Abdul Hnnan was born in Lahore, Pakistan by Pakistani parents. He was the first child in the family. His mother, Wajiha, had a positive family history. One of her cousins was mentally retarded. Hnnan was born at term. His mother had high blood pressure. The labour was prolonged, 11 hours and a caesarean was suggested but refused. He was born limp and blue. He had hypoxia. He was in NICU for 5 days. His birth weight was 2.54 kilos. He cried well after 15 days of life. Hnnan’s early motor and language milestones were grossly delayed. He started noticing children at 4 or 5 years and started taking interest in them. Hnnan’s younger sister, Amen, 3 years of age was very sociable and talkative. Hnnan’s father was more patient and his mother more irritable. Hnnan was very difficult till age 6 years and was aggressive, non-compliant and unreasonably demanding. As he grew older he became more co-operative and could be rationalized with. Whenever his mother asked him to do something he ignored 5 to 6 times. After that he started to argue. His mother used reprimands, bribes, threats and force to make him do things. Hnnan did not go to school. The family moved to Saudi Arabia when he was 7 years old. His parents took him to a Neuro-Developmental Pediatrician when he was 9 years old. His mother reported that he did not like to play with toys. All he did was jump on a bed or spin around. He was very restless and distracted and had a short attention span. He could be very stubborn and insisted on doing things his way. He was generally cheerful and friendly. He repeatedly asked the same questions and insisted that his parents answer them in the same way or he answered them himself. He watched the same cartoons repeatedly. He constantly jumped or spun around. He used to grab things from strangers. He ignored a child crying till age 5 years but after that he gradually became more empathetic. Hnnan avoided staying in crowds as he knew that he was different from others and that’s why people were laughing at him. After that his condition got better. Following difficulties may become apparent in early childhood: Problems performing subtle movements, such as tying shoelaces, doing up buttons and zip, using cutlery, handwriting. Many will have difficulties getting dressed. They have problems carrying out playground movements, such as jumping, playing hopscotch, catching a ball, kicking a ball, hopping and skipping. They have a higher tendency to bump into things, to fall over and to drop things. Some find it hard to go up and down stairs. Some have problems with using scissors, coloring, drawing, playing jigsaw games.

Aaron Copeland :: Biography

Aaron Copland was born on November 14, 1900 in New York City. His musical works ranged from ballet and orchestral music to choral music and movie scores. For the better part of four decades Aaron Copland was considered the premier composer of 20th Century American Music. Copland learned to play piano from an older sister. By the time he was fifteen he had decided to become a composer. His first composing steps included a correspondence course. In 1921 Copland traveled to Paris to attend the newly founded music school for Americans at Fontainebleau. He was the first American student of the brilliant teacher, Nadia Boulanger. After three years in Paris he returned to New York with his first major commission, writing an organ concerto. His "Symphony for Organ and Orchestra" premiered in at Carnegie Hall in 1925. Copland's growth as a composer followed the important trends of his time. After his return from Paris he worked with jazz rhythms in his "Piano Concerto" (1926). In 1936 he changed his musical style toward a simpler sound. He thought this made his music more meaningful to the music listeners being created by radio and the movies. His most famous works during this period were based on American folk lore including "Billy the Kid" (1938), "Rodeo" (1942), Fanfare for the Common Man (1942), and Appalachian Spring (1944). Other works during this period were a series of movie scores including "Of Mice and Men" (1938) and "The Heiress" (1948). After 1970 Copland stopped composing, though he continued to lecture and conduct through the mid-1980s.

Lion king

The Lion King was first made in 1994 directed by Roger Allers and Rob Minkoff. The original Disney cartoon of a lion cub blamed for his father's death has been remade into a Broadway musical acclaimed all over the world. The Lion King is a musical based on the 1994 Disney animated film of the same name with music by Elton John. Directed by Julie Taymor, the musical features actors in animal costumes as well as giant, hollow puppets. The show is produced by Disney Theatrical.The director works closely with the performers in the theatre, guiding them in sharping their performance. The director also works closely with the playwright, and is responsible, as well, for coordinating other aspects of the production. When Julie Taymor the director was faced with a problem of whether to create humans or animals playing the part and she decided to make masks that show the animal face, as well as, show the human face giving the character his or her personality.The costumes have a value of their own, adding color, shape, texture, and symbolism to overall effect. Other element such as; make up, hairstyles, mask and personal items like bracelets and necklaces and also very important. As for expressing other animals that are not part of the main cast or to express a certain theme, 2 different kinds of puppetry were used to express an African theme. Masks are considered â€Å"functional works of art† and play a social purpose in Africa.They are used in storytelling and ceremonies and are made to be worn over the head rather than cover the face. This technique is also used in The Lion King so that the human facial expression is not lost and to support the beadwork, corsets and armor used to show the human qualities of a lion. The costumes on the other hand are made of silk cloth to hide the human form, break the shoulder line and to enhance the powerful Joints and thighs. Lion king The Lion King was first made in 1994 directed by Roger Allers and Rob Minkoff. The original Disney cartoon of a lion cub blamed for his father's death has been remade into a Broadway musical acclaimed all over the world. The Lion King is a musical based on the 1994 Disney animated film of the same name with music by Elton John. Directed by Julie Taymor, the musical features actors in animal costumes as well as giant, hollow puppets. The show is produced by Disney Theatrical.The director works closely with the performers in the theatre, guiding them in sharping their performance. The director also works closely with the playwright, and is responsible, as well, for coordinating other aspects of the production. When Julie Taymor the director was faced with a problem of whether to create humans or animals playing the part and she decided to make masks that show the animal face, as well as, show the human face giving the character his or her personality.The costumes have a value of their own, adding color, shape, texture, and symbolism to overall effect. Other element such as; make up, hairstyles, mask and personal items like bracelets and necklaces and also very important. As for expressing other animals that are not part of the main cast or to express a certain theme, 2 different kinds of puppetry were used to express an African theme. Masks are considered â€Å"functional works of art† and play a social purpose in Africa.They are used in storytelling and ceremonies and are made to be worn over the head rather than cover the face. This technique is also used in The Lion King so that the human facial expression is not lost and to support the beadwork, corsets and armor used to show the human qualities of a lion. The costumes on the other hand are made of silk cloth to hide the human form, break the shoulder line and to enhance the powerful Joints and thighs.

Nature vs. Nurture in Oliver Twist Essay

Out of all the questions that anyone may have for the novel, Oliver Twist, one of the more common questions that can occur is; â€Å"What determines a person’s personality, decisions, actions, etc. Is nature to blame? Or is it nurture’s fault?† Seeing as though Oliver was orphaned at birth and never had a real mother or siblings to look up to, this essay will focus on the nurture section of the question. Nurture, by definition, is the value of experiences, cultural influences, and learned actions/reactions in a growing offspring’s life. Nature is defined as the qualities with which people are born (including genetic make-up, stable personality traits, â€Å"animals instincts†, etc.) Oliver had many bad influences to decide that it may have been nature that had affected him the most in this situation. In all cases, the nature vs. nurture debate is one and the same. Caring for a child most assiduously is very important, according to the definition of nurture, and within the story of Oliver Twist, the child never seemed to receive proper nurturing from any of the parochial people or thieves that he had accompanied. Dickens writes the character of Oliver in a way that seems to cement his stance in nature’s court; that Oliver appears to be an innately good person. His experiences in the workhouse, the abuse he has to endure from Mr. Bumble and other characters, and his exposure to a life of crime does not make Oliver turn from good to bad. However, to assume that Dickens supports the idea that only nurture is responsible for determining a person’s personality would be incorrect. In fact, other characters within the novel, assert that they are products of their environments. This means that characters such as Nancy, the Artful Dodger, and others have been molded by their experiences, which clearly supports nurture’s side of the debate. From a scientific point of view, most psychologists agree that neither nature nor nurture can be held completely responsible for the shaping of a person’s personality. When faced with the nature vs. nurture debate in real situations, it is typically assumed that personality can be attributed partly to nature and partly to nurture. At first glance many of Dickens’s characters appear to favor either nature or nurture, but further investigation shows that each character embodies traits that can be attributed to both. In Oliver Twist, Dickens draws the attention to numerous issues. For example, there is a very clear theme of disapproval of the 1834 Poor Law Amendment Act (and its accompanying effects) throughout then novel. And while most of the other issues that Dickens includes in his writing are societal, he does bring up an interesting debate that has psychological roots. Although Oliver is surrounded by horrible situations, Dickens still had a tone of hope underscoring it all. At points, there were questions if that was because the reader knew what would happen in the end. But Dickens intended Oliver Twist to be somewhat humorous. For example, by illustrating the dichotomy of the wealthy, fat parish leaders feasting while orphaned workhouse children starve on gruel. In conclusion, both sides to the debate of whether or not Oliver was most affected by nature or nurture remains to the opinion of the reader. Of course there may be certain circumstances as to which side the reader may favor and Dickens had probably pursued that route, intending for the reader to decide Oliver’s fate. The nature vs. nurture argument pertains to anyone who wishes for a good debate in their reading selections of Charles Dickens.

How to Become a Successful Student Essays

How to Become a Successful Student Essays How to Become a Successful Student Essay How to Become a Successful Student Essay To become a successful student, do your BEST. Doing your BEST means to Be an active listener, Establish a study group, Self-discipline, and Talk about what they’re learning. Be an active listener in order to take good notes. Many professors do not write everything they say on the board. This means that you really have to listen well to take good notes. Make sure you listen especially about the things your professor writes on the board. These things are usually the most important subjects. If you take good notes, this will really help you when you are studying. Also it will help you learn more of the material because writing things down causes some people to remember it. Establish a study group. This is very helpful in learning material. Since your professor may not always be around to answer your questions, the people in your study group may be able to help. Not only can they help you, but a study group is way more fun than doing it alone. It is also a way to meet people in your classes. Develop self-discipline by using time wisely. Do what needs to be done, when it needs to be done, regardless of what you may not feel like doing. Refrain from being a procrastinator. Be continually and consistently prepared. Talking about something, with friends or classmates, is not only good for checking whether or not you know something, it’s a proven learning tool. Transferring ideas into words provides the most direct path for moving knowledge from short-term to long-term memory. You really dont know material until you can put it into words. So, next time you study, dont do it silently. Talk about notes, problems, readings, etc. with friends, recite to a chair, organize an oral study group, pretend youre teaching your peers. Talk-learning produces a whole host of memory traces that result in more learning. These are some of the many tips you should remember to become a successful student.

How to become an ESL teacher

How to become an ESL teacher With the world getting more diverse, professionals who can help people bridge language and cultural gaps will be in high demand. English as a Second Language (ESL) teachers not only have skills that can help people assimilate into life in a new country, but they can also be cultural ambassadors. If you’re thinking about combining a love of teaching with the practical needs of language learners, it can be a great career path. What does an ESL teacher do?ESL teachers work with people who aren’t native English speakers and help them develop the English language skills they need in order to travel, live in an English-speaking country, or obtain citizenship. Some of these English language learners may have a specific goal in mind (like passing a citizenship test or a standardized test like the TOEFL to study abroad), or may just be learning English for personal reasons.An ESL teacher’s job responsibilities may include:Teaching general English, reading, and writing ski lls or focusing on a specific type of language use (like listening, life skills, literacy, professional English), etc.Developing curriculum to help students in the real worldManaging classroom lessons and activitiesTutoring studentsThe ESL teacher may be employed by a school district, a lifelong learning program (like a community college or other adult learning center), a community organization, or an educational company. Many ESL teachers teach in the U.S., but it’s also possible to teach abroad for students who hope to travel to the U.S. or other English-speaking nations. ESL classrooms can often vary, with students ranging from children to adolescents to adults, from all walks of life. The students may already have varying levels of English-speaking ability as well- from not speaking any English to being fairly proficient (but wanting to refine even further).What skills do ESL teachers need?ESL teachers often need to have an extra level of flexibility and people skills bec ause they’re working with a diverse range of people who may have an array of different needs.Cultural Sensitivity:Â  This is a key quality for an ESL teacher to have. The job inherently requires you to work with people from different backgrounds or nationalities to help them build their English speaking, listening, and writing skills.Language Fluency:Â  This is not always required, but can be very helpful, as it can open up even more job opportunities. Some English language teaching programs do total immersion (where the teacher and students only speak English), but if you are multilingual it can lead to more and different opportunities (like teaching abroad).Teaching Skills:Â  Like any educator, the ESL teacher needs to be able to take complicated concepts and teach them to students in an appropriate and understandable way.Flexibility:Â  This is a must-have skill for any teacher, but is even more essential for an ESL teacher. Students may have a range of learning styles and needs, so finding ways to connect those dots may require a bit of teaching dexterity.Creativity:Â  ESL teachers are teaching skills that have very real practicality in everyday life, so finding ways to work in real world lessons and activities with more abstract concepts like grammar and speaking can help students.Organizational Skills:Â  The ESL classroom is like any other, in that a chaotic atmosphere doesn’t help anyone learn. The teacher should be able to get a handle on the classroom and have set lesson plans and benchmarks in order to keep things running smoothly.Communication Skills:Â  You’ll be teaching communication, so you’ll need to be highly proficient at it yourself.What do you need to become an ESL teacher?ESL teachers usually need a bachelor’s degree at minimum, preferably in an educational field. However, in some cases a bachelor’s degree and English language expertise may be sufficient. Some states require ESL teachers to be licensed as other teachers are licensed, so be sure to check your state’s requirements.How much do ESL teachers make?According to PayScale, ESL teachers make a median salary of $40,632, though this can vary depending on where you’re teaching, what you’re teaching, and whether it’s in the public sector or private sector.What’s the outlook for ESL teachers?The outlook is bright! With more and more people seeking to come to the United States, there will be a consistently growing pool of potential students and programs that cater to them. The U.S. Bureau of Labor Statistics predicts that adult literacy and language teachers (a group which includes ESL teachers) will grow by about 7% by 2026, which is faster than average for all careers.If you’re thinking about teaching, and you’re especially interested in working with students on English language skills and literacy, working in the ESL field can be a great specialty. And with people of s o many cultures coming together with a common goal, you’re likely to learn as much from your students as you teach them- a winning situation all around. Good luck!

Diversity on Campus Essay Example | Topics and Well Written Essays - 1000 words

Diversity on Campus - Essay Example According to these scholars, discrimination against women diminishes in institutions that have their representation above 30% while racial discrimination diminishes with a representation of about 7% of the minority race. Other determinants of diversity include verbal communication and sexual orientation. The significance given to diversity in campuses arouses the question of whether diversity plays a crucial role in determining the outcome in students. Proponents of diversity associate diversity in campuses to educational benefits. Borrowing from psychology, Milem et al. (3) argue that a diverse setting, different from that back at home, provides discontinuity from the home environment. This enhances students’ identity and cognitive development. It further increases the chances of students completing their courses because of the diversity in such a campus which reduces the feeling of strangeness. On the other hand, homogeneous institutions replicate the expectations and social life of students’ home communities thus impeding intellectual development due to lack of new challenges. Diversity in campuses has been noted to promote a social environment which if used as an educational tool would promote diverse learning and development among students. Winkle-Wagner and Locks (22) give a psychological explanation to this arguing that if minority opinions are acknowledged in a group, it stimulates cognitive complexity among the majority. Issues of social concern such as death penalty would elicit diverse opinions based on the difference in ethnicity and religious backgrounds. As such, the minority opinions cause the student group in general to think an issue in diverse ways which could cause a different perspective of understanding the issue for the greater good of the group. Therefore, the minority influence should be appreciated and utilized to benefit the larger group in their learning and development. This way, the students that go through diverse cam puses get equipped with the necessary skills to survive in a democratic society where diverse ideas and opinions are appreciated. Finally, it would be appreciated that diversity economically empowers the disadvantaged students, thus closing the gap between the poor and the rich. Financial barriers lock out a majority of bright but needy students from higher learning. Therefore, providing financial aid to students from poor socioeconomic backgrounds provides them with opportunities available to the students from more affluent backgrounds (Winkle-Wagner and Locks 22). This interaction provides an opportunity for the two classes of students to interact and bridge the gap between the poor and the rich. Furthermore, it provides the needy students with an opportunity to access education like their peers from well-off families hence making them equally competitive in the job market. This in turn empowers then economically. Despite these arguments for diversity in campuses, opponents argue out that diversity does not necessarily imply greater benefit to the students. Diverse campuses present challenges that could end up negatively impacting on students. In as much as a diverse campus would have all the groups represented in its student population, there remains a group that still would be the majority, most likely the natives of where the

Government Regulation of the Internet Essay Example | Topics and Well Written Essays - 1250 words

Government Regulation of the Internet - Essay Example Since the cyberspace’s geopolitical demarcation is virtually erased, the question whether a government should step on the internet became in itself questionable. Given that with the issues spawned by the cyberspace are disturbing, that it now becomes an imperative to maintain an acceptable standard of behavior over the internet, it is questionable whether the government do it and will it bring good or disaster?This brings to mind the geographic relativity of laws. Laws are not uniform and essentially differ in each country while the nature of internet stays the same whichever country it may be. For example, laws governing e-commerce and speech in the United States may differ or may not even exist say that of the Middle East country and vice versa that the enforcement of cyberspace regulation may prove to be a challenge if not impossible to implement. Speaking against the government may be a crime in the Middle East and other countries but is perfectly acceptable in the United States as guaranteed by the First Amendment of the Constitution. E-commerce and the Anti-Piracy law may be stringent in countries such as the United States but may also be non-existent in other countries. Such, many concerned parties proposed to adopt an intergovernmental regulation to create a cross-border harmonization of internet governance policy for greater efficacy. This may appear good on paper but quite impossible to apply. As mentioned above, what can be acceptable in one country may not be acceptable in other countries.... For example, laws governing e-commerce and speech in the United States may differ or may not even exist say that of the Middle East country and vice versa that the enforcement of cyberspace regulation may prove to be a challenge if not impossible to implement. Speaking against the government may be a crime in the Middle East and other countries but is perfectly acceptable in the United States as guaranteed by the First Amendment of the Constitution. E-commerce and Anti-Piracy law may be stringent in countries such as United States but may also be non-existent in other countries. Such, many concerned parties proposed to adopt an intergovernmental regulation to create a cross-border harmonization of internet governance policy for greater efficacy. This may appear good on paper but quite impossible to apply. As mentioned above, what can be acceptable in one country may not be acceptable in other countries. Asserting one’s law on another sovereignty country is just out of the ques tion to regulate the internet. It will just complicate the issue more. There is however other interest groups that espouse the idea of self-imposed regulation of cyberspace conduct. Among these is the Internet Corporation for Assigned Names and Numbers (ICANN) in the United States whose mandate is to develop a bottom-up consensus on the usage of the internet among the private sector. Though it differed in identity compared to that of the government, it still called for the regulation of the cyberspace by a broader consensus of different interested parties in the private sector. It is not coercive and is done by an initiative of the private sector who acknowledges that there has to be a set of acceptable behavior in the cyberspace to curb if not eliminate misconduct. For