The film Boorstin Essay Example for Free

The film Boorstin EssayBoorstin also says that, Dissent is the great problem of America today. That reminded me of the book that we read over the summer, The Lord of the Flies. Jack and Ralph portray resist by nearly killing each other, never finding a common ground on how to run the island, and they can never practiced rebuke to one another. There always has to be something thats said through another character, and soon gets back to the other character. Theyre arguing never got them anywhere, and thats why that example is an example of dissent. Boorstins views on dissent and disagreement are very much true. Disagreement is where both different sides turn in two different opinions, and dissent is where sides have different opinions, but cant come to a conclusion what so ever. People should take what Daniel is saying into progeny so they can learn from it. Boorstin also says that, Dissent is the great problem of America today.That reminded me of the book that we read over t he summer, The Lord of the Flies. Jack and Ralph show dissent by nearly killing each other, never finding a common ground on how to run the island, and they can never just talk to one another. There always has to be something thats said through another character, and soon gets back to the other character. Theyre arguing never got them anywhere, and thats why that example is an example of dissent.Boorstins views on dissent and disagreement are very much true. Disagreement is where two different sides have two different opinions, and dissent is where sides have different opinions, but cant come to a conclusion what so ever. People should take what Daniel is saying into effect so they can learn from it.

System Software, Development and Application Essay Example for Free

System Software, Development and Application EssayIn the aspect of electronic computer technology, several elements and figures must be critically considered because of their impact and relevancy on the computing capacity, efficiency and effectivity in performing the tasks relevant to the public substance abuser. The basics among these important computer specifications are the functioning capacity, depot remembering and computing speed in terms of handling the relevant tasks, softwares, and programs needed by its users.Determining these factors requires software and hardware knowledge to determine their most composite and critical specification as these factors are relevant to the processing ability of the computer unit of measurement. In analyzing the performance value of a specific computer, its ability to process important softwares much(prenominal) as for encoding purposes, internet surfing, image and file viewer and other must be considered. In addition to these, th e personal preferences and drill intention of the user must also be considered in determining which specific specification or manufacturers bulls eye is effective for such need.Considering the present brands of computer units, there are authenticly several financial options to choose from in the acquisition of a computer unit that is suitable for the users needs. In this paper, actual computer units and brands will be consider and analyze to determine their posture under the disparity of the most and least dearly-won in the market. In the category of the most expensive, the latest brand of Alienware computer brands namely the Aurora ALX reign top in the list.The specifications of this brand loudly render the reason for this nature as the unit incorporates in its governance the latest and highly advanced technology in the present information technology world. On the analysis of its hard disk capacity ( store) as the comparison medium, this unit to hold 128GB storage capacity, which can be further upgraded because of its 4 drives capacity slot. This extends the memory storage capability of this unit to 512GB of storage space.On the other hand, the least expensive brand comes from the most economical manufacturing brand namely the Dell Optiplex GX270, which is less(prenominal) than the quarter of the value of its price range counterpart. This unit offers what is considered storage capacity of 40 GB storage space. Indeed, based on the comparison of these two actual computer brands, price of the unit is commensurable to the capacity it has including the storage space it offers for their users. Storage space is indeed important in the computer unit, their efficiency, performance vale, and effectiveness in terms of their capable tasks and responsibility.However, considering the basic needs of the encoding, internet surfing, file and picture viewing, large storage space is not much of a destiny for these particular tasks. On further analysis and brand compar ison, this paper will consider several actual softwares that are needed for certain computing tasks such as Microsoft Office Home 2007 for encoding needs, Adobe Photoshop CS Edition for file and photo viewing, and Netscape Navigator for internet surfing purposes. For the Microsoft Office Home 2007, the recommended storage capacity to use this software is 1.5GB.For the Adobe Photoshop CS Edition, it is necessary to have at least 280MB of available hard disk space. Finally, the Netscape Navigator requires 100 MB of free storage space for its effective function. Thus, consider this top and among the most required computer application softwares, the established least expensive computer unit in the previous comparison appears to be sufficient, with its basic storage capacity, to handle the common tasks of encoding, surfing, and file viewing for its users.Because of this, even the least expensive computer brand in the present is still within the recommended units particularly for users wh o only need to perform basic computer tasks to aid their actual tasks and responsibilities. In general, each computer units has their own system specifications determining whether they are among the fastest or more efficient computer model or just within the basic range. This system specification determines much the specific economic value of price of the said computer model, as they tend to be commensurable to the performance value of the unit.However, considering the price efficiency and performance capacity of those considered to be among the cheapest brand, these computer units namely the Dell Optiplex GX270 and the other models falling in its category are still effective plentiful to handle the basic computer tasks in the present society. As such, price and high-end specification are not the main standards in weighing the relevance factor of each computer brands but instead, their performance value and actual significance to the needs of their users in terms of computing tasks and operations

The Role Of Communicative Language Teaching

The Role Of Communicative Language statementIntroductionForeign rows play a very cardinal role in our system of know conductge. They ar not plainly an effective tool for us to exploit information to acquire scientific technology, to sh be experiences with or to learn experiences from others in specialized fields besides in like manner a expenditureful means of improving peoples material and spiritual lives. In the sixteenth coke position became known as a communication verbiage for people around the world. Its democraticity as a contrasted verbiage has been increasing since then and been growth into the second language of many countries (Ric weightys and Rodgers, 2002). face is now the most popular foreign language in Vietnam and face competence is considered peerless of the most indispensable characteristics for anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life. incline gradu all toldy becom ing the main communication language in move of education, business, entertainment and culture exchanges with other cultures excitingly taking place in daily life in Vietnam require appropriate recognition of English harangue from Vietnamese learners, oddly trainers and those who are working in education. Language command profession has go through many changes and a number of different language inform regularitys and approaches fill been proposed and use for the sake of t all(prenominal)ers and learners benefits in their doctrine method and accomplishment so far. However, which one is the most appropriate for teachers and their learners depending a lot in their direction and attainment circumstance. Therefore, Communicative Language Teaching has been employed in most of Vietnamese schoolrooms, in particular in PVMTC, for its advantages in improving the speaking acquisitions though it is not the in style(p) one.HISTORICAL BACKGROUND THE MAJOR TRENDS OF LANGUAGE TEAC HING METHODS AND APPROACHES.Since the begining of the twentieth century, communication in the midst of people of different cultures in differrent parts of the world has became urgent request. Teaching and tuition a foreign language became to a greater extent and more popular. However, to teach a foreign language in effect requires a lot of effort from the teachers who see direct and significant impact on their students achievement which is controled by the method actingology they choose to take a leak to their language teaching in different learning and teaching contexts. Understanding the importance of the matter , linguists and teachers themselves withstand been through with(p) a large number of studies on language teaching in order to find place and introduce more practical and effective language teaching methods and approaches that help teachers in performing hygienic their job.The two recent centuries have witnessed ceaseless changes and unveiling in language teaching in terms of teaching methods and approaches. These decide how the language is taught and what materials and activities are utilize in the classroom to help learners get the top hat achievement in their language learning. Thus, each approach shows its own view of the nature of the language and how the language is learnt.According to Richards and Rodgers (2002, p. 3), Latin was the dominant language of education, commerce, morality and government in the Western world until the sixteenth century when French, Italian and English gradually replaced it to become the languages of communication. However, the tremendous impact of Latin teaching and learning principles and procedures on the way of teaching and learning the newly emerging languages was still occuring until the nineteenth century. This language teaching method has been known as Grammar Translation method acting (GMT). As the result, the language lessons occured mostly in students first language, heavily focused on grammar r ules which were deductively taught to students in order to guide them to decoding written texts and producing correct physical composition in right-down languages (Prator Celce-Murcia, 1979). Translation activities with the assistant of billingual dictionaries were conducted to achieve the accuracy. Students were expected to memorize a number of words and their meanings and all grammar rules and then apply them to make sentences. They were also expected to read, comprehend literature and write sentences without errors. Listening skill and speaking skill were completely ignored (Larsen-Freeman, 1986) in GMT classrooms.However, the changes in the society at the time resulted in the change of learners goal of learning languages learning languages to communicate. The Grammar Traditional Method then couldnt meet the requiement since it appeared to fail to equip learners with interaction and communication skills in the target language (Larsen-Freeman, 2000, p. 23). In 1880 Francois Go uin, a teacher of Latin in France introduced a famous book called Art of teaching and learning of languages to the public. His assumptions of how a foreign language could be taught unneurotic with those of Henry Sweet, an English philologist, came together on encouraging students to think in the target language in learning performance (Nagaraj, 1996, p. 71-72). This shaped the early version of the Direct method, a revolution in foreign language teaching, which went against the current traditional one. The Direct Method (known as inhering Method) was first introduced in Germany and France and it was the strong response to the drawbacks of the Grammar Translation Method. It then became popular in The United States in the easy of nineteenth century. At the time, Lambert Sauveur, an grand man and his colleage, Gottlied Henness, first utilize determination lesson technique to teach German and French in their classrooms and they enjoyed great success. Sauveur after that developed t his teaching method to the one known as Natural Method and used it widely in his language schools (Howatt, 2004, p. 217). At the alike time, Maximilian D Berlitz also used this teaching method in his language schools in the US but in another name Berlitz Method. Basically, the Direct Method ground on the assumption of using the target language to teach itself and that oral practice could help students assess the target language in terms of forms and meanings. It was also the advocacy for the natural language learning principles and teaching of oral skill. So all instructions in the classroom were in the target language. Pronunciation and speaking skill were strongly emphasized by conducting question-and-answer activities to motivate and encourage students in using the language confidently (Larsen-Freeman, 1986). Interaction between teacher and students in the target language was considerd a way to drink it. Grammar, vocabulary and translation skills which were very important unde r the Grammar Translation method was now marginalized to guaratee the acquisition of oral proficiency because the proponents of the method had a strong whim that everyday vocabulary used in the classroom could be learnt effectively through visual presentations and that grammar rules could be worked out by students through the teachers inductive grammar teaching. By means of its induction in language teaching, the Direct method, which negated the effectiveness of the Grammar Translation method, became the first and the most concerned language teaching method that marked the begining of the method era (Richards Rodgers, 2002, p. 14). However, apart from being a breakthrough in teaching interactive speaking skills, the Direct Method also showed its weaknesses in terms of utilize linguistics which made the method not take well in public education where the constraints of budget, classroom size, time, and teacher background made such a method difficult to use (Brown, 1994, p. 54) or to Richards and Rodgers it was a dramatic alteration in language teaching which firmly focused on oral skill but lacked a systematic basic in applied linguistic theory and practice (2002, p. 38).In the 1920s and 1930s in Britain, British applied linguists led by Harole Palmer and A. S. Hornby exerted themselves to establish an approach called Oral preliminary (or Situation Language Teaching) to language teaching based on more scientific foundation, in which sponken language was important, only general and useful vocabulary was introduced, grammar was graded strictly and all practice took place in situations. The approach also enjoyed the popularity in English for decades there and many textbooks and cart tracks were designed under it principles (Richards and Rodgers, 2002, p. 36-41).Another method became known as the Army method fisrt and then Audio Lingual Method (ALM) as we know it now was a new creative trend in language teaching methodology in The US in the second humanness W ar. It was first applied in a special language training programs of Military of the United States. It was devised by an American linguist, Leonart Bloomfield for the servicemen who were going to work as translators, interpreters and quick needed to have perfect communicative proficiency to perform their jobs in different parts of the world. The method was the combination of language teaching through intensive practice of speaking skills to develop communicative competence with the language learning method based on the disciplines of descriptive linguistics and behaviuor pychology (which considers language learning is a set of language). In this method, immitation, repetition, memorization and reinforcement were impressed within speaking practice with variety of drills. Limited vocabulary was introduced. Grammar was important but was taught inductively and inexplicitly throughout the conversational dialogues that learners practised orally but no errors were accepted because accordin g to them errors could become bad habits. It was Charles Fries, another American linguist advocating Audio Lingual Method applied the method widely in his English language center, who deserved credit for making this method popular in foreign language teaching in the United States particularly in the 1950s and 1960s (Wong, 2006) and the world.However, the effectiveness of Audio Lingual Method on oral proficiency got questioned in the 1960s. Many experiments were done and according to Scherer and Wertheimer (1964), this effectiveness was not significant. In the 1970s, the new method based on the wiew of language learning as active mental processes, which was advocated J.B. Carroll and K. Chastain in the 1960s, Cognitive-code-Method was born. As Carrol stated, this deductivist method was a modified, up- to-date grammar-translation theory (1966 cited in Stern, 1987, p. 469). It adopted generativist grammatial theory (Danesi, 2003) and focused on grammar structures and all four skills. C lear examples and grammar structure explanation to learners came first. Learners were then asked to pracise them in meaningful contexts. Despite the fact that the method did not win the teachers and linguists favour for gigantic, it deserved merit in leaving contexttualized gramar tranning and the technique of Error Analysis to language teaching (Danesi, 2003, p. 11).In the early 1980s, the Natural Approach was developed by Tracy Terrell and Stephen Krashen based on Krashens theory almost second language acquisition. It looks at language as a set of messages which can be understood. Vocabulary and meaning are primary (Terrell Krashen, 1983 cited in Richards and Rodgers, 2002) and the principles for teaching a language are based on the five hypotheses in Krashens second language acquisition theory. The approach was widely welcomed in the US and around the world for its positive influence on forming more overall principles for effective language teaching that have been considered i n the later approaches.In the 1970s, the need for communicative competence continued to increase in line with the changes of economic and political situation in Europe. But teachers and linguists did not satisfy with the current language teaching methods and approaches which were not effective in back up learners use the target language to interact or communicate in real life situations. Communicative Language Teaching (CLT) or Communicative Approach to the teaching of foreign languages then emerged as the answer to the problem. It has didfferent features from those of the other approaches since one of the most characteristic features of Communicative Language Teaching is that it pays basic attention to structural as well as structural aspects of language (Littlewood, 1992, p. 1). To serve communicative goal of language learning, the Communicative Approach is based on the premise that what we do in the classroom should have both(prenominal) real life communicative values or it lo oks at what people do with language and how they responde to what they hear (Flowerdew Miller, 2005, p. 12). Therefore, all activities used in a CLT classroom are appropriately designed based on these principles. Teachers measures language learnerssuccess by looking at their development in communicative competence which is implied in their making use of any means of communication, verbal or nonverbal, within the limited knowledge of the language they have to. To some extent, CLT makes use of presenting and practising speaking and listening in real life situations to help students complete tasks and build their fluency and confidence.The last approach I would like to cite is Task-Based Approach popularized by Prabhu. The method has attracted teachers and linguists in recent years. It impresses on using authentic language in real life, classrooms are managed to take place in real world communicative context in form of tasks and the tasks outcome, not the accuracy of language forms, is used to evaluate students progress and competence. The activities in the classroom in the main focus on speaking and students are required to be highly active and cooperative. The approach is rather new and not very familiar to teachers and students in some Southeast Asian countries. However, nobody who concerns linguistics negates its state of the art in the field and it is considered the development of CLT.ENGLISH LANGUAGE TEACHING IN VIETNAM conjure OF THE ARTIn the last twenty years, the demand for communicating between people of different cultures has pushed English to its recent status as a popular global language. English has become an official languge in Singarpore, India, the Philipines, Hongkong and a popular foreign language in most Asian nations for economic and political reasons. English teaching profession in the region, as the result, receives more concern of teachers, educators and linguists. In line with the current language teaching trends of the world, Englis h language teaching in Asia has also been inspired by a more effective alternative, Communicative approach which emerged in the ash of less effective approachs and methods of language teaching that had super impact on English language learning and teaching for a colossal time. The wind of changes prevails and results in a lot of other changes related to English language teaching. Teachers have been encouraged to employ CLT in their English classrooms to improve students speaking skill. However, in some Asian countries of ESL where CLT and other later approaches have been imployed in English classrooms and claimed for some success whilst in Asian EFL classrooms whether CLT has been really applied or not, and if it has, how effective it has been, is still questioned. So, what has been the problems?In his study, Hird (1995, cited in Lewis McCook, 2002) stated that the differences in cultures led to the differences in interpreting CLT. The Asian traditionally appreciate the perfectio n such as acurracy in learning, CLT to their understanding, however, emphasizes more on fluency, appropriateness and spontaneity, not acurracy. Therefore, teachers as well as students were dubious about the effectiveness of CLT. A study of Musthafa Personal author, compiler, or editor name(s) click on any author to run a new search on that name. (2001, p. 1-10) on CLT in Indonesian argued that the communicative approach has failed to help students become any more competent in the use of the English language for real-life purposes. Or Manajitt (2008, p. 83-87) pointed out, although most of the Thai EFL school teachers in Bangkok were very intersted in CLT, learnt about it in many ways and had effloresce CLT conceptualization, their teaching and their students learning was still a combination between traditional and communicative approach or still stayed traditional because of difficulties they faced while organizing a CLT classroom.In Vietnam, English became one of the subjects at s chool in 1987 after Vietnam started Doi Moi in 1986. English appeared in classrooms in some parts of the country. The material body books at the time focused on knowledge skills and grammar and the Grammar Translation Method was applied widely in English teaching in Vietnam (Denham, 1992) beacause the new approaches and methods of teaching English did not reach the country yet and the teachers who were trained before 1986 felt most confident using it (Pham, 1999). Speaking skills were overlooked. Students had to work very hard with grammar rules to past the examinations. Teachers taught to test and students studied to do tests. In 1996, English proficiency at different levels was required to high chool and university students when they finished their study. English joined the rank of major subjects at education institutions. However, teacher-centred or teacher-fronted classrooms remained typical ones in Vietnam (Sullivan, 2000). Students continued with their rote learning in teach er-centred classrooms and the English teaching methods of the teachers in Vietnam in the late of 1990s were out-of-date (Kennett Knight,1999). The fact that teaching and learning English in Vietnam for over a dacade was staying the same. Yet the social demands for English for communication purposes were increasing because more and more activities in different fields needing poeple with good communicative English competence urgently required a significient change in language teaching profession.In an attempt to improve the quality of teaching and learning English especially the speaking skill, a movement to transform curriculum, text books, and teaching methodologies (Kim, 2001, p.140) was launched. Now, CLT has been inform to be the go around choice to replace Grammar Translation approach in Vietnam. Teachers are annually invited to attend workshops about CLT. The new versions of English text books for students at secondary and high schools have replaced the old ones. The new tex t books, however, include more every day dialogues as the only evidence for the change since long reading texts and grammar exercies which promise to be the most in typical tests that students are going to take still predominent these books. As a result, speaking skills are skipped in class. Teachers spend most of the time on explaining grammar rules and translating reading texts to students. Students have to work with reading and grammar even harder than ever to survive the exams which mainly comprise long reading texts and extremely complicated grammar points. So, CLT although is officially prefered in Vietnam but whether it is really applied in classrooms to enhance students communitive competence or not is still a commodious question to anyone who has ever taught English in Vietnam. These lead to far-reaching consequence. At universities and colleges, Communicative course books are also chosen for students like the Lifelines set (Hutchinson, 2001), International carry set (Tay lor Lane, 2007). The course books cover four macro skills. However, no oral or listening tests but reading and writing tests are carried out during the course. Inconsistencies between teaching and examinations lead to serious consequence like speaking skills are inorged in such these test-oriented tertiary EFL classrooms, students dont even have oppotunities to use the language verbally inside their classrooms because Vietnamese is used by teachers and students most of the time (Bui, 2006). Under these conditions, students suffer from the failure in communicating or interacting. In terms of applying effectively new methods to teach English to students to help them use English communicatively, teachers fail to teach their students how to speak or listen but read and write in the target language. According to Pham (1999), there are socio-cultural factors against success in tertiary English language training programs in Vietnam. He emphasizes the fact that not only students but also t eachers who lack ability of communicating in the target language get so scared to be in CLT classrooms where speaking skills are focused. The new method required both teachers and students really work actively in class. However, they got used to learning and teaching passively with Grammar Translation Method and they have to struggle to overcome their inherent passiveness, shyness, inferiority and fear to deal with the lesson in the new method. To these teachers and students, their English class put them in a state of panic. These have resulted in the quality of teaching speaking skills at university in Vietnam is still poor. And the explanation of the poor quality speaking teaching in English language tertiary education in Vietnam which results in a large number of graduates who have difficulty with communicating English (Bui, 2006) must take into account the concrete factors such as teachers and students conceptualization and practice of CLT, teachers ability and enthusiasm for th eir badly paid jobs, budget for language education, syllabus design, material and assessment which are the same in most developing countries (Gorlach, 1995).PetroVietnam Manpower Traning College (PVMTC) belongs to the system of vocational schools in Vietnam but mainly funded by Petrovietnam. For nearly fifteen years, the Streamlines set was used as the main course books and Grammar Translation Method was applied in teaching English in our college. But since 2007, we have replaced the course books with the Lifelines and International Express set. CLT has just received any warm welcome from the senior teachers beause they do not want to change the method that they have used for such a long time and as for them, they do not believe in the effectiveness of the new method and they even do not exactly know what CLT is and how to apply it. However, it has enjoyed the popularity among the younger teachers like me. We have been sent to have training courses on CLT together with our colleague s from other schools and colleges. We have excitingly discorvered it and applied or adapted it to our classes when we teach thousands of both types of students studying English there regular students and project students.Most of the students in PVMTC now are project students who are recent graduates or experienced technicians and engineers from different parts of Vietnam recruited to work for projects of Petrovietnam. They are paid to take a special intensive English course at PVMTC to improve their English skills, especially speaking skills, to perform their job together with foreign experts in their field at industrial facilities or in offices. They are highly motivated because they are given test of four skills and they are expected to achieve at least 650 marks on TOIEC when they finish the training course. They already took a localisation test before doing the course and their English proficiency is Pre-intermediate. These are also advantages to us to apply CLT in these classr ooms. International Express set is chosen for the course for its characteristics which support teachers and students a lot in conducting a communicative approach classroom. Inductive approach to grammar employed to guide students to work out rules and usage which is normally a foreseen failure to many regular classes for regular students can be acceptable in these classes although both teachers and students have to work extremely hard when dealings with complicated grammar points and occasional failures are inevitable. Students are offered oppotunities speak, to discuss to complete all the task given by the teacher or to solve the problems emerging in the lessons. They are encouraged to use their own experiences, limited language they have learnt and appropriate learning strategies to deal with the English language in particular situations together in pair and group work activities. They are encouraged to keep speaking English with their classmates and teachers as such(prenominal) as they can without caring much about making mistakes when speaking. Authentic materials such as video clips or articles from the internet or newspapers, or any sourses relating to the topics of the lessons can be taken into the classroom to link the language they learn in the cousre book and those in real life. Although English is used by teachers and students most of the time in class, most of the students, especially more advanced and senior ones, generally appear to be successful and get progressed in their learning in terms of using the language communicatively, fluently and confidently. With regard to applying CLT in teaching English speaking effectively in these kinds of classrooms, we proudly claim that both the teachers and students in PVMTC have worked increadibly hard to make it success.We, however, avouch our less successful outcome when applying CLT to most of the classes for regular students who are young adults at college and are being trained as workers to work for PetroVietnams subsidiaries. Most of them have been studying English for at least three years at high school but their English proficiency level is still laminitis only. They are required to pass an English reading and writing test after finishing 90 hours of learning English in the first semester. consequently they are offered a free optional 200 hour course of English to get the A level certificate as the education indemnity of PetroVietnam. The impacts of the different learning context on English teaching and learning are obvious in this situation. Therefore, as motivated language teachers, we have been doing our best to adapt the most appropriate teaching methods we have known to teach our students to get them improved and to these classrooms, an adapted combination of Audio Lingual Method and CLT has appeared to be the most appropriate.To a large extent, CLT has enjoyed the popularity in PVMTC for proving itself a more effective method in teaching and learning English speaki ng skills in PVMTC context in this stage.CONCLUSION AND RECOMMENDATION FOR FUTURE DIRECTIONSIn conclusion, language teaching profession has undergone great changes. Teaching approaches and methods ranging from Grammar Translation to Task-based were born in different stages in teachers, linguists tireless attempts to improve quality of teaching and learning languages. The later coming into the world does not completely exclude of the previous ones but it maintains the quintessence and condemns the drawbacks of them and contributes innovation to the field ensuring its appropriateness for teaching and learning contexts in a particular period. A number of studies have been done for centeries on teaching approaches and methods reflecting increasingly concerns about speaking skills and the recognition of the importance of the the skills in teaching, learning and using the target language.Improving the quality of teaching and learning English are the main chalenges approach Vietnam educat ors and government beacause it has been considered part of its social, economic and political development strategies. The first step as access to expected success has been made. In Vietnam, CLT has just really been popularized and used in English classrooms to ameliorate learners English competence. A lot of objective and subjective factors impacting on the effectiveness of this communicative method are still active in Vietnam education system. So CLT will be the most appropriate one to use in the next years in Vietnamese teaching and learning context before trying to exploit the later ones.PVMTC have become aware of the neccessary of choosing and applying CLT in teaching English to acheive the proposed objective of any English courses to satisfy our students need, to prepare them for their future jobs by getting students involved in using English communicatively effectively, And as I mentioned early, we have enjoyed remarkable success but sometimes our teaching ends in falures. In spite of those, I believe that no teaching methos or approaches are perfect to all types of learners and that depending on object of the courses, as asthusiastic language teachers and if we are creative enough in teaching art, we will know how to adapt the methods we have known for use in each of our particular teaching and learning contexts and we will be successful in preparing our students with communicative competence.

Love and Marriage in Geoffrey Chaucers Canterbury Tales

Love and Marriage in Geoffrey Chaucers Canterbury TalesLove and Marriage InsanitiesMaking sensation out of venerate and marriage ideals is not an easy task, especially as human actions in emotional circumstances do not remark any logic. It is a fact that has been proven consistently over time, across cultures and is also corroborated by many of the stories within Geoffrey Chaucers Canterbury Tales. In particular, The Knights Tale and The Millers Tale, that take place in two different social settings, make sportsman of conventional beliefs about have sex and marriage in the context of values such as bravery, passageway smartness, morality, and faithfulness. Through their plot of lands, the tellers styles, and the contrast they set up between cherished and practiced values, the two tales highlight that human behavior in romantic situations is often unpredictable, pale and colored by ones social class, confirming that there is no such thing as a model love or marriage.Although The Knights Tale plot is set in the halo of honor, chivalry and courtesy, the storys events and the characters actions show the silliness in how they treat love. As an example, the two cousins, Arcite and Palamon, argon ready to kill each some other for a woman incomplete of them has talked to. After escaping from the prison, Palamon discovers Arcites love for Emily and angrily challenges Arcite to a fight. Arcite responds, And I denounce all covenants that stand / Or are alleged, between you and me / recover love is free / And I will love her I defy your might. (Chaucer 46) It is ironic that Arcite, who as a knight should keep his word and follow principles, is uncoerced to break his earlier oath not to come in the way of his cousins love pursuit. Arcite justifies breaking his vow because as a free person he is not constrained whom he loves. He is willing to do whatever it takes to get Emily and doesnt consider how strong Palamon is. Even though people can do irrationally in matters involving love, both Palamon and Arcite are being stupid in this instance. Neither of them knows what Emily thinks. Isnt it exemplary love a two-way relationship? Whom are they causa and quarreling about? Are they willing to go to the extremes of killing each other for a woman who at this moment doesnt represent anything other than an image, symbol or trophy that theyve seen from a distance? What makes this even more bizarre is that Emily doesnt even want to get married. She prays to Goddess Diana, That I would be virgin all my life, / And would be neither mistress, no, nor wife. / of thy company, / A huntress walk the woodlands wild. (Chaucer 65) Emily doesnt comparable a mans company, prefers hunting and doesnt want to marry or bear children. This exposes the foolishness of what Arcite and Palamon were up to, even though they supposedly follow all the ideals of aristocratic class such as bravery, honor, bond and courtly love.The Knights Tale depiction of love is strongl y influenced by its narrator, a knight, and his worldview. In the Prologue, the narrator is introduced as someone who followed chivalry, Truth, honour, generousness and courtesy. (Chaucer 4) Since in a knights world, bravery and physical fights resolve disputes, it is no wonder that in his story, a tournament clash is the vanquish way to settle the rivalry between Emilys two suitors. She is no better than a trophy to be won in a contest. The King Theseus treats Emily, in the traditions of the aristocratic class, as a gift to win peace and harmony. Even though she apparently doesnt have any say, her suitors try to woo her with flowery row as per their traditions, customs and code of conduct. As an example, Arcite, while in prison, describes his feelings towards Emily to Palamon, And with a deep and piteous sigh he said / The freshness of her beauty strikes me dead(p) / Unless I at least see her day by day, / I am but dead (Chaucer 33) Arcite is using fancy language to say that p it die if he doesnt the object of his love every day. Although the story represents love in flowery terms and as a bravery contest, reflecting the narrators perspective, the plot and characters actions accost of the irrational twists and turns in romantic pursuits.In contrast to the polished language and lordly principles of the knights world, The Millers Tale depicts romantic situations in vulgar and comical tones, and in the process, makes fun of conventional dos and donts about love and marriage. As an example, the way Alison handles her two suitors, Nicholas and Absalon, is not only hilarious but also a not so subtle middle-class snub of the upper-class imposed view about love. When Alisons husband leaves for work, Nicholas tries to woo her with aggressive sexual advances. In response, she reacts, Swearing shed love him, with a solemn promise / To be at his disposal / When she could spy an opportunity. (Chaucer 91) She is so attracted to the street-smart Nicholas that she has no problems in being at his disposal. She just wants to wait for the right hand opportunity when it is safe for her to cheat on her husband. In stark contrast to falling for the physical advances of Nicholas, Alison refuses the dignified courtship of the parish clerk Absalon. Not only does she disdain his affection, she does so by tricking him to kiss her genitals. After this trickery, Teehee she laughed, and clapped the, window to / Off went poor Absalon sadly through the dark. (Chaucer 103) Alisons contrasting responses, towards her suitors, highlight the qualities, a middle-class girl like her, admires the most street smartness, boldness and physical attraction represented by Nicholas. On the other hand, she humiliates Absalon, making a mockery of his gentlemanly approaches and sweet dustup. Further, by being part of an extra-marital affair, she is being unfaithful to her husband. She also participates in Nicholass scheme to deceive her naive husband, that ends up making him a laughing-stock of the town. When John fell from the boat and no one listened to him, Alison and Nicholas told the town people, That he was mad, Some sort of nonsense about Nowels Flood All started laughing at this lunacy. (Chaucer 105) This episode, in addition to her infidelity, was Alisons payback for her marriage with the much older carpenter and his extraordinary protective nature. Maybe, she was married to him because he was rich, a practice that was common in arranged marriages in the medieval middle class.The Millers Tale narrators drunkenness and middle-class perspective shapes his story in direct, crude, and vulgar terms. In the Prologue, he proudly states that One shouldnt be too inquiring in life / Either about Gods secrets or ones wife. /Gods plenty all you could desire / better not enquire. (Chaucer 88) Through these words, the narrator expresses his view that men shouldnt care about their wives or Gods private affairs. There are lots of women in this world to choos e from and men shouldnt ask about the rest. Maybe the narrator has loosen morals. Or, his middle-class outlook conditions him to talk frankly about subjects like physical sex and infidelity. In the narrators real world, instant gratification is more practical than high-minded principles or morals. Its also an environment that rewards street smartness and land grab mindset of Nicholas and looks down upon the poetic verbiage of Absalon. In any case, the narrators choice of words and the substance of his tale sets up a significant contrast with the polished language and plot of the Knights Tale.Although the two tales, set in different social contexts, are influenced by their narrators style and language, both stories spotlight that there is no universal standard one can use to judge human actions in love and marriage. The Knights Tale, despite its depictions of idolized values such as honor, bravery, and courteousness, boils love down to essentially a competition instead of a two-way relationship. The Millers Tale, despite its raunch and crudeness, presents the day-to-day happenings in love and marriage in ordinary folks lives, in stark contrast to the ivory tower world of the aristocratic class. twain stories, however, confirm that human behavior in love and marriage circumstances is often moody, irrational and erratic. It is, therefore, foolish to make predictions about human behavior in such matters where ones heart rules the brain.

Grays Behavioral Activation System Psychology Essay

Grays Behavioral Activation System Psychology EssayGray proposed that temper is rooted from two neuropsychological systems that control behavior and emotions. One of the two systems is the behavioral activation system (BAS), which functions on the concept of positive beef upment. Previous search has directd that the mesolimbic dopaminergic pathways are responsible for the activation of BAS and sensitivity to the construct wee-wees heightened reward from positive reinforcement. As such(prenominal), prior studies have demonstrated similar correlations between lavishly gear BAS sensitivity and subaltern P300 amplitude as a precursor for psychopathological disorders, due to reward dependency. The present study used the Carver White (1994) questionnaire to obtain the BIS/BAS scales of 9 healthy, introductory psychology students. The event-related potential was an oddball paradigm of high absolute frequency, low frequency and novel tones and P300 averages were extracted from a n EEG. The low and high BAS rafts two produced similar amplitudes, save the low scores produced a shorter latency. The results indicate inconsistency and emphasize the need for further scientific enquiry to expand on suppositious constructs, such as genius.IntroductionHistorically, the construct of personality was stimulateed based upon philosophical principles that sought to explain the human psyche. As the theories of personality have become a study part of mainstream psychology today, the biopsychological components of personality have evolved into an innovative area of scientific research. Gray (1987) argued that personality is influenced by the two brain systems that control behavior and emotions. A component of this theory, the behavioral activation system, is portrayed as a personality construct with a neurological foundation. A neuropsychological paradigm is crucial in the deconstruction of theoretical hypotheses to influence the expansion and application of knowledge regarding human behavior. The use of electroencephalograms with event-related potentials and personality questionnaires regarding the behavioral activation system emphasize the importance for exploring theoretical constructs with scientific research.Based on research from animal learning paradigms, Grays (1993) personality theory asserts the idea that individual differences in personality traits mirror the variability in sensitivity towards stimuli affiliated with negative and positive reinforcement (Franken et al., 2006). The behavioral activation system is a neurological reward mechanism that is initiated by positive reinforcement. It mediates responses to signals of teach reward, non-punishment, escape from punishment and the activation influences progression toward goals (Harmon-Jones Allen, 1997). The opposite emotional system is the behavioral inhibition system which is activated by conditioned stimuli associated with punishment or the termination of reward (Franken et al., 2006). That being said, the behavioral activation and inhibition systems are extremes of a continuum in which ones behavior is likely to be reinforced positively or negatively, depending on which part of the continuum they score.The behavioral activation system (BAS) is connected to positive feelings and approach behaviors when experiencing a reward (Gable et al., 2000). For example, an individual with high BAS sensitivity would seek appear everyday type situations where they experienced positive reinforcement, or search for similar situations where they have a chance of being positively reinforced. Positive reinforcement is how batch thrive in the world. From an evolutionary perspective, to go out and hunt for food when experiencing hunger, find food and bring it home to eat and share with family members so they bottom survive is an example of everyday positive reinforcement. The make out difference between a typical situation and a situation in regards to an individual with high BAS sensitivity would be that the positive reinforcement would be differentially reinforced more so in comparison to conventional reinforcement (Franken et al., 2006).Grays (1993) theory of personality suggests that those with high behavioral activation sensitivity are predisposed to psychopathological disorders due to their perceived response from positive, differential reinforcement (Franken et al., 2006). That being said, impulsivity is a key characteristic of high BAS sensitivity and is a major variable in the susceptibility of risky behavior. Other correlations to high sensitivity are high psychoticism, neuroticism and extraversion, which demonstrates that high BAS sensitivity, could act as a precursor for delinquency among the population (Jorm et al., 1999).Neuroscience is beginning to identify strong relationships between BAS sensitivity and approach behaviors such as conduct disorder, alcoholism, essence abuse and psychopathy. According to Gray (1993), the biological basis of BAS is associated with mesolimbic dopaminergic pathways ascending from nucleus A10 of the ventral tegmentum of the brainstem (Matthews Gilliland, 1999). Recent studies involving substance use indicate the similarity between dopamine release in the nucleus accumbens and the emotional high observed in alcohol and drug users. Thus, implying that BAS sensitivity and is related to addictive behaviors and substance abusers have an increased responsiveness to stimuli associated with rewards (Franken et al., 2006).Sutton and Davidson (1997) claim that throughout various clinical and laboratory observations, the left prefrontal pallium is a biological substratum of approach behavior and positive affect whereas the right prefrontal cortex exhibits the opposite behaviors, imposing the locality of the behavioral inhibition system. When damaged, the left prefrontal cortex influences depressive symptomatology due to the inhibition of approach behaviors (Sutton Davidson, 1997).More spe cifically, the reward signal begins with increased dopamine cellular activity in the ventral tegmental area, which labels environmental stimuli with appetitive mensurate and appears to signal motivating events (Kalivas Nakamura, 1999). The glutamatergic input from the amygdala and afferents cue behavior if the excitant is a conditioned reward. The nucleus accumbens and afferents to the nucleus accumbens serve distinct functions involving motivational circuitry, which would reinforce the behavior. The major neurotransmitters involved in the motivational circuitry are GABA, glutamate and dopamine, however encephalin, serotonin and acetylcholine are withal present. Finally, afferents from the prefrontal cortex integrate information from short-term memory into a behavioral response (Kalivas Nakamura, 1999).To explore theories of previous research regarding brain localization and processes of BAS, a method of measuring cortical activation could be initiated, such as an event-relate d potential with an electroencephalogram (EEG). Event-related potentials (ERPs) are a non-invasive method of measuring brain activity during cognitive processing (Johnson et al., 1987). ERPs are linked in conviction with a physical or mental event and are extracted from an EEG by means of signal averaging (Duncan et al., 2009). The transient electric potential shifts are m-locked to the stimulus onset such as the presentation of a word, sound, or image. all(prenominal) component reflects brain activation associated with one or more neurological operations. In contrast to behavioral measures, such as error rates and response times, ERPs are characterized by simultaneous multi-dimensional online measures of negative or positive polarity, amplitude, latency, scalp dispersal and its relation to experimental variables (Duncan et al., 2009). Thus, ERPs are beneficial and can be used to differentiate and aid in the identification of psychological and neural sub-processes involved in co mplex cognitive, motor or perceptual tasks (Nijs et al. 2007). An electroencephalogram (EEG) precisely measures these shifts in polarity with a distribution of electrodes placed on the participants scalp (Duncan et al., 2009).The most canvass component of the event-related potentials is at the p300 wave. Peaking as early as 250ms or as late as 900ms, the p300 is emitted by the brain when the participant recognizes and processes and entry stimulus (Coles Rugg, 1995). It is usually elicited using the oddball paradigm in which low-probability target items are mixed with high-probability non-target items. The latency between stimulus and response is the stimulus evaluation time and is controlled by the pace in which the subject can place the stimulus into the correct category and serve (Coles Rugg, 1995). The amplitude of the p300 depends on the probability of the target stimulus, and in an oddball paradigm, the rarefiedr the event the self-aggrandizingr the amplitude will be of the p300 (Coles Rugg, 1995). The amount of information processed also influences the amplitude suggesting that the p300 reflects a process in which the incoming information modifies and updates the current model of the environment (Coles Rugg, 1995).The p300 is divided into two components the P3a and the P3b. The P3a is elicited over the frontal regions of the scalp and is represented as a positive component. The P3a occurs when a third novel stimulus is incorporated into the simple oddball structure and has a shorter latency than the p300 (Johnson et al., 1987). The P3b is then defined as the classical p300, which is distributed over the centro-parietal area.The behavioral activation system has three subscale components reward-responsiveness, fun seeking and drive. The reward system and brain structures hypothesized in previous studies provide a strong argument in regards to BAS. Increased levels of dopamine and high BAS scores should be significantly correlated, as the function of dopamine involves increasing the readiness to discover new experiences. As such, it should also be appreciated that noradrenaline was not included as a key player in the neurotransmitters involving the reward system. One would assume that dopamine and norepinephrine would go hand in hand in regards to reward, as norepinephrine is the major neurotransmitter involved in motivation (Franken et al., 2006).A study by Nijs et al. (2007) was conducted on 50 healthy, adult individuals using the Carver and White (1994) questionnaire and a visual oddball paradigm with averaging from an EEG. Previous studies incorporating BAS scores and extracting ERP averages from an EEG were unknown to Nijs et al. (2007), however they predicted a negative correlation between BAS scores and the p300 amplitude for their study. They did address the reoccurring theme in previous research of a low p300 amplitude and impulsivity, psychopathy and substance use disorders. The results of the study demonstrated sig nificant positive correlations were found between BAS and p300 amplitude (Nijs et al., 2007). Therefore, the hypothesis for this study is that those with high BAS sensitivity scores will produce large p300 amplitude to the rare stimulus, because of the P3bs indication of low activity in those with psychiatric disorders.MethodsSampleParticipants for the study were recruited from introductory to psychology classes. They were given the option of indite a paper or volunteering for a study involving personality in the research lab and receiving credit compensation. Those who volunteered for the study were informed that if they were on medication or had medical conditions that conflicted with EEG results, then they would be discharged. This research study initially began with a total of twelve introductory to psychology students however, adequate data was only(prenominal) retrieved from nine participants.InstrumentsAn online version of the Carver and White (1994) Behavioral Inhibition S ystem and Behavioral Activation System Questionnaire was completed by each participant prior to the study. This questionnaire is the latest BAS/BIS updated measurement questionnaire involving the three subscales of BAS (reward responsiveness, drive and fun seeking). Upon arrival, a medical form was filled out to give an indication of health status and a consent form was distributed and signed. A type of oddball paradigm was utilized and an electroencephalogram (EEG) recorded and averaged the corresponding event-related potentials.ProcedureAfter receiving the completed questionnaires, the total scores were then calculated. Those students participating in the study were given an outline of the regulations and procedures of the experiment. Upon entering the research laboratory, the medical and consent forms were filled out before commencing the study. Participants were then connected to the EEG using the Jasper 10-20 placement, which particularly involves the electrodes Fz, Cz, Pz and reference electrodes behind the ears. Electrodes were also placed under the right eye and the ground electrode on the forehead to identify brawniness activity that might be confused with brain activity. The student was then directed into an isolated room where they received headphones and were presented with the oddball paradigm. In random rate a rare low frequency tone, high frequency tone and a novel tone were administered. The participants were made aware that when the target low frequency tone was presented they needed to respond by clicking a button. Once all stimuli were executed, participants were disconnected from the EEG instruments and the data obtained was explained. Any questions the participants had were answered and credit compensation was then provided.ResultsThose who scored high in behavioral activation system on the Carver and White (1994) questionnaire showed small P300 amplitude. P300 amplitude also highlighted a positive correlation in regards to the rare stim ulus as BAS scores increased, P3b amplitude increased. The high BAS scores produced a longer latency on the P300, in comparison to the low BAS scores.Those who scored low in behavioral activation system had similar P300 amplitudes indicating a non-significant result among averages of the two groups. Those who scored low in BAS also exhibited a significantly shorter latency, meaning they were quicker to respond and categorize the incoming stimuli.Table 1. P3 amplitude and latency scores for high and low scores on BAS personality trait.Figure 1. Average of high and low BAS scores extracted from Pz component of EEG electrode using oddball paradigm ERP.kathleen curtis Graph averages P3 High and low.jpgDiscussionThe present study hypothesized that higher BAS scores would produce large P300 amplitude. The results showed inconsistency, as there is not a significant difference among those who scored high and low on the behavioral activation system scale in this study. The amplitudes at Fz, Cz and Pz were all relatively small and similar among low and high BAS scores. The significant data found in the results was the latency differences between high and low scores. Each electrode produced a significantly different result with the lower scores having shorter latencies. Those who scored higher on the Carver White (1994) BAS questionnaire respond slower to the evaluation of stimuli than those who scored lower.As both low and high scores generated similar amplitudes, generalizing previous studies of high BAS sensitivity and low P300 amplitude should be cautioned. The sample size of this study was small therefrom further research should increase this to obtain a more representative sample. The age of participants is also a factor that should be taken into consideration for this study, as alterations in behavioral activation and inhibition scores have been known to occur with time. The gender of the participants is a variable that should be recognized for future research a s personality and gender could be interrelated. Also, the accuracy of the participants performance on the online questionnaires is a limitation for consideration and the stimuli may also not represent a true portrait of the construct.Both theoretical and neuropsychological explanations contribute the greatest understanding of constructs in psychology, such as personality. This is evident among the research conducted that involves the behavioral activation system. These advancements allow for the expansion and application of such knowledge to situations that have the potential to better society. For example, awareness of the behavioral activation and inhibition systems could aid the education systems to develop curriculum that is more suitable to the individual. Also, more intensive BIS/BAS measurements could potentially identify children/youth at risk and induce the early on set of proactive measures. It is obvious the possibilities are endless when the latest technology brings toge ther science and theory.

Plasmid Extraction :: essays research papers

IntroductionChitobiase, from Vibrio harveyi, is a membrane bound lipoprotein involved in the degradation of chitin. Chitobiase is similar to and may share a habitual ancestry to the a-chain of human b-hexos-aminidase. Chitobiase is encoded by chb. In this experiment, a restriction map for restriction enzymes Eco R1, Pst1 and Hind III using Southern hybridization and restriction compendium of pRSG 192. pRSG 192 is a recombinant plasmid derived from the chb gene and pUC 19, a 2.7kb engineered plasmid which encodes for ampicillin resistance, a portion of the lac operon and a multiple cloning region . The chb gene exists as a 3.6 kb insert in the mutiple cloning region of pUC 19.The major goals of Experiment One will be to isolate pRSG 192 from an overnight culture of E. coli, amplify a region of the chb gene using PCR, and to map restriction sites within the chb gene using restriction analysis and Southern hybridization. Methods Plasmid IsolationFour microfuge tubes containing mobil e phone pellets representing 3.0ml of cells(2 x 1.5ml) from an overnight culture of E. coli were prepared. The supernatant fluid was discarded and each pellet was resuspended in 150ul of TE buffer(10mM Tris-HCl, pH 8.0 0.1 EDTA). 300ul of SDS(1% SDS, 0.2 N NaOH) was added to each pellet. The tubes were placed on ice for five minutes, after which, 225ul of ice-cold 3M potassium acetate(pH 4.8) was added. The tubes were again placed on ice for five minutes and subsequently microfuged for five minutes. The supernatants were recovered and transferred to unsanded tubes. One volume of phenol/chloroform was added to each new tube. The tubes were shaken vigorously for two minutes and centrifuged for five minutes. The upper, aqueous phase was recovered and transferred to a new tube. One volume of chloroform was added to each tube. The tubes were vigorously mixed and microfuged for three minutes.

Essay --

Human Immunodeficiency Virus is a dangerous, deadly disease among the human race. human immunodeficiency virus is when the bacteria goes into the lymphocytes, and make the body believe the electric cell is a germ. Soon after, the resistant system allow begin to attack itself and result evolve weaker each time. HIV has infected thousands and thousands of slew in the world, from Asia to Europe, to the united States. Millions are infected and this bum last for a life time. There is no cure and is contagious. HIV brook be transmitted through sex, blood, viva voce sex, sperm, vagina fluids, also from the milk of the breast. HIV and AIDS can be also transmitted through needles, like a tattoo needle or a needle to inject drugs. Women that have HIV can pass it on to their offspring in the womb, because it is in the blood flow which goes through into the offspring. Many people that are infected with HIV do non know. HIV symptoms dont show up until ten years. HIV is a sexual trans mitted disease which attacks the lymphocytes of the immune system. Lymphocytes help defend the body from infections. As the HIV attacks the lymphocytes, the immune system will decrease in strength. When people have a weaker immune system, they will eventually get more infections that can be more harmful and deadly. There is no ultimate cure for HIV, but medicines, provided by doctors, can dumb down the process. HIV later becomes AIDS, Acquired Immune Deficiency Syndrome. CDC estimated 1,144,500 people, thirteen and older, live with HIV and 180,900 do not know they have HIV (U.S. Statistics). HIV can lead to AIDS. About 636,000, in America, lived with AIDS, in 2011. AIDS may as well be a death sentence. With AIDS, the body is more likely to get more infections. In 2010, 11,200 white people, 10,600 black o... ...he will lose privileges of being a normal teenage girl and will give her child HIV which isnt fair to the offspring. Another risk is, getting any STDs. For example, HIV and AIDS, gonorrhea, syphilis, Chlamydia, herpes, HSV2, genital warts, and hepatitis A, B,C,D. Some can be cured, and others cant. Bacterial STDs can be cured, but it will always remain in the body as well as viral. Just because a person gets it once, doesnt mean theyll never get it again. Others may look at you differently because you are infected with HIV or AIDS. Everyone will be try to stay away. Its not worth losing people in life because you decided to have sex and you ended up with a lifelong disease. When being infected HIV and AIDS, will change ones life forever. Abstinence may be uncool too many teens, but abstinence is very important because it can save one from suffering in life.