Nicola Tesla essays

Nicola Tesla essays Imagine electricity so powerful it can shoot through the air 130 feet, yet safe enough to travel through a person and light a bulb in his hand. Its not fiction with modern electronics. Most of todays modern electronic discoveries have their roots in the writings and patents of one genius who very few people know. Radios, blenders, fans, neon lighting, hair dryers, X-rays, fluorescent bulbs, speedometers, the automobile ignition system, and the basics behind cellular phones, radar, electron microscopes, and the microwave oven all seem to have listed inventors like Marconi, Roentgen, or Edison, but visions of all of these and many more inventions were in the mind of a man named Nicola Tesla long before any of them had otherwise been heard of. Tesla was man deemed as eccentric for the wild claims he made for his time, and public image marred by bad propaganda circulated by individuals who were to say the least jealous of his talents and as a result is not commonly known or accredited fo r his great accomplishments. His story begins in 1856 when he was born into a Serbian family in a mountainous area of the Balkan Peninsula. Teslas mother was a gifted inventor herself commonly devising new and easier ways of doing common household chores, while his father was a skillful writer and poet. In his youth he studied in Croatia where he learned of the great Niagara Falls, and imagined great things that could come of it. Tesla became very passionate about mathematics and science, and went on to study engineering at the renowned Austrian Polytechnic School at Graz. It was here that Tesla saw the problems with current electronics, specifically the Direct Current motor. Later while living in Budapest, Tesla devised his idea for the Alternating Current motor, an advance in technology that would change the world. Tesla was employed by companies throughout Europe to improve their DC generation facilities, but was interested in gaining...

Whats Better for You IB or AP College Expert Guide

What's Better for You IB or AP College Expert Guide SAT / ACT Prep Online Guides and Tips The Advanced Placement (AP) and International Baccalaureate (IB) programs are both high school programs that offer college-level courses and the opportunity to earn college credit. So what’s the difference between AP and IB? Does one look more impressive than the other? Which will improve your odds of getting into a top school the most? We’ll introduce you to both programs, and explain which one will look more impressive on your college applications. Key Differences Between IB and AP Both the AP and IB programs offer challenging courses to high school students that you can earn college credit while doing. However, their philosophies and goals are quite different. The AP program was developed in the US to help high school students prepare for college by taking advanced courses, with no set program of courses. Students could take just one or even a dozen AP classes, depending on their school, schedule, and goals. // In contrast, IB was developed in Switzerland to be an internationally recognized diploma. To earn the diploma, you have to take a certain amount of courses in a range of subjects. It is possible to just take a few IBs without earning the diploma, but IB was developed to be a set program of courses. #1: AP Is Much More Popular Than IB The IB program is much less common than AP. Over 2 million students took AP exams in 2014, but only about 135,000 took IBs. Furthermore, according to AP, over 30% of US public high students took at least one AP exam. While AP is quite widespread, the IB program is rarer since schools have to be able to offer enough classes for the diploma to host an IB program. Adding IB is often more costly than starting a few AP classes. // #2: IB and AP Have Different Program Goals The programs have different goals, as well. IB has more emphasis on writing and developing critical thinking skills- and not just on the exams themselves. The IB diploma also requires the extended essay, a long, college-style research paper. The IB program also has extracurricular requirements. In contrast, the AP is a program focused on teaching students specific content and testing their knowledge on the exams. There is more multiple-choice and emphasis on meeting certain content goals. #3: IB Is More Expensive Than AP IB exams are more expensive. There is a $172 registration fee each year plus a $119 fee per exam. // APs are $94 per exam without an additional fee. However, many schools have financial aid and fee-waiver programs, so your actual cost could be lower. Talk with a counselor at your school’s guidance counseling office to find out about testing costs. (Also remember that these fees, while steep, are much less than the cost of taking the equivalent course in college.) #4: Only IB Requires You to Enroll in Classes You can take AP exams without being enrolled in a class, but you have to be enrolled in an IB class to take an IB exam. If you have proficiency in a language not offered by your school, or if you want to self-study for a niche subject like Art History, the AP program gives you more flexibility. AP is a good option for students who like to study on their own. Also, IB offers higher-level and standard-level courses. To get an IB diploma, you have to take at least three higher-level courses. AP courses are offered at a single level, though there are certain subjects, like calculus and physics, that have different course options. IB higher level is at some high schools considered harder than AP. Most colleges give credit for AP exams and higher-level IB exams, but not all give credit for standard-level IB exams. // You can search the AP credit policy of various colleges at the AP college database. The IB program doesn’t have a similar database, but you can look up the IB credit policy of any college or university by searching â€Å"[Name of College/University] IB Credit.† You may be attracted to the IB program’s focus on writing and a broad education, or you may think the AP program’s flexibility makes it a better choice for you. Definitely take these program differences into account as you make your choice. But what do colleges think? Does one program have a reputation for being more rigorous? What Do Colleges Think of IB and AP? Actually, colleges don’t automatically consider AP or IB harder or more impressive on a transcript. Since IB is a rarer program, they can’t penalize students for not taking it. Plus, there are huge differences in how both AP and IB courses are taught and graded at high schools across the country. // Because of the differences in IB/AP course grading, colleges- especially the most selective ones- just want to see you have taken the most challenging course load available at your high school. That means instead of worrying about AP versus IB, you should worry about taking the most rigorous classes your high schools offers. For example, Princeton says on their admissions website, â€Å"Whenever you can, challenge yourself with the most rigorous courses possible, such as honors, Advanced Placement (AP) and dual-enrollment courses. We will evaluate the International Baccalaureate (IB), A-levels or another diploma in the context of the program’s curriculum.† Princeton is more interested in how hard your schedule is considered at your school rather than whether you chose AP or IB. So if your high school just has APs, then you should take some AP classes. If your high school has just the IB program, you should take some IB classes or, even better, go for the diploma. If your high school has both, you can take a mix. Since IB is a diploma program and AP is not, if you’re going for the most selective schools, it’s smart to pursue the IB diploma if it's offered at your school. If you don’t, you technically haven’t taken the most challenging courses available to you. However, if you have a demanding extracurricular schedule or are intensely committed to a few academic areas, you won't necessarily be penalized for not doing the diploma. Bottom line: consider your high school's offerings and how challenging your schedule (including extracurriculars) looks in comparison. // One thing to keep in mind is that the IB diploma shows you are challenging yourself in all subject areas, whereas with the AP program you could just pick subjects you are strong in. Colleges will notice this. If you can, try to take AP classes in a broad range of subjects while digging deeper into subjects you are passionate about. For example, if you’re a writer and do well in your English classes, definitely take AP English Literature and AP English Language if you can. But you should also consider trying AP Statistics or AP Calculus to show you also have quantitative skills. One of the single most important parts of your college application is what classes you choose take in high school (in conjunction with how well you do in those classes). Our team of PrepScholar admissions experts have compiled their knowledge into this single guide to planning out your high school course schedule. We'll advise you on how to balance your schedule between regular and honors/AP/IB courses, how to choose your extracurriculars, and what classes you can't afford not to take. Does IB or AP Give You More College Credit? Another difference between the AP and IB courses is how much course credit you can earn from them at different schools. If a college you’re interested in seems to favor one program or the other, it could help you decide which program to pursue. In most cases, if you earn a high passing score- for example a 7 on IB or a 5 on AP- you will get course credit. // But one thing to keep in mind is that while IB higher-level courses are usually accepted by colleges, standard-level IB courses aren’t always taken. In contrast, AP is offered at one level. So if you take three higher-level IB courses and three standard-level IB courses as part of the diploma, you may end up with less credit than you would for the same six AP courses. Furthermore, many colleges have slight variances in credit hours between AP and IB, which could affect your decision between the two programs. For example, at Stanford, the IB and AP credit lists are mostly the same, with language, math and physics getting the exact same credit. However, you can get more credit for IB Chemistry than AP Chemistry. But some colleges tend to give AP more credit. For example CU Boulder generally gives AP Language exams more weight than IB language exams. Some colleges give more credit for IB. The University of Michigan generally gives more credit hours for IB classes. // The bottom line? AP and IB credit are both widely accepted, but there are lots of slight differences in credit policies. We suggest looking up policies at your target schools since the credit policies can differ. How do you get this info? Search for â€Å"[Name of College/University] IB Credit Policy† or â€Å"[Name of College/University] AP Credit Policy.† The University's web page with credit information will often be the first or second result. If a school you’re really interested in seems to vastly favor one program or the other, you should take that into consideration when weighing the two programs. But odds are if you look up more than two or three schools, it will end up being a wash, with some schools slightly favoring IB and others favoring AP. Also, keep in mind you only get credit in most cases if you have a 5 or higher on IB exams or a 4 or higher on AP exams. So whether you take AP or IB, remember to focus on doing well and passing! // Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Other Considerations for Deciding Between AP and IB There are a few other factors you should think about when deciding between AP and IB. How Do They Fit With Your Scheduling and Extracurriculars? Would doing the IB diploma prevent you from a certain extracurricular, like Yearbook or Debate or Band? Are APs and IBs offered as the same class at your school? Are you ready to commit to an IB diploma or do you want the flexibility of AP classes? These are questions you should consider before signing up for either AP or IB classes. Ask your high school if they have suggested four-year plans for advanced students. This will give you an idea of what your schedule might look like and how it could conflict with extracurriculars you want to participate in. // Do IB or AP Classes Have Better Teachers at Your School? Does your school have the same or different teachers for AP and IB courses? What are their reputations? The quality of a teacher can make or break your experience in a class. You can ask upperclassmen about their experience in certain classes, or see if there is a way to see syllabi from current and past years for AP and IB classes. You can also ask your guidance counselor about the exam pass rates for different teachers. This can give you a sense of a class’s reputation and how many students are successful in which classes. Should You Change Schools For IB? We’ve talked about deciding between AP and IB at the same school. But what if your local high school doesn’t offer IB, and you’re considering switching to a school that does? // Remember to consider the time it will take to commute! I had to make this decision myself. My district had three high schools, but only one offered the IB program. That high school was pretty far away from my neighborhood, but it drew tons of students specifically for the IB program, and a lot of my friends were going there because they wanted to get into good colleges. I strongly considered going to that different high school for the IB program. I eventually decided to go to my neighborhood high school that offered just APs. Going to the other high school would have involved at least an hour of commuting each day, and it would have strained my family’s schedule. Since I saved time by not commuting, it was actually easier to get involved in after school extracurriculars like debate and Model United Nations. I was also able to keep doing piano lessons and service work, activities I had done since I was little, since my schedule wasn't squeezed by commuting. // Furthermore, I was able to take a rigorous schedule of AP classes. I earned leadership positions in my extracurriculars by junior year. All of this helped me put together competitive college applications. I likely could have done as well at the other high school, but the point is that even without IB, I was able to pursue a rigorous and challenging high school program. Since I took the most challenging program available at the high school I attended, I didn’t hurt my admission chances. In fact, I might have improved them by having more time for extracurriculars. There is one exception to this worth noting- there was an in-state scholarship competition I was in the running for that ended up selecting most of its winners from IB schools. It’s possible that for some private scholarships and organizations, IB looks more impressive. But that is a factor that could vary state by state, and even district by district. // The key is to do your best at whatever high school you attend. Colleges are evaluating you in the context of your school. If you feel like you won't have many opportunities to be challenged at your local high school and really want to attend a different school, you can make that call. But don't feel pressured to switch just because you think it will look better on an application. Bottom Line: AP vs IB Taking either AP or IB classes will look very good on your applications, as it shows you are challenging yourself with college-level courses. There is no real preference or benefit from doing one or the other, as long as you do well in your chosen courses. As one admission officer at Northwestern University said, â€Å"one qualification (AP vs IB) is not better than another.† However, you want to make sure you are doing well in your classes and not overloading. There is no point in taking on 10 AP classes or the IB diploma if you get a low GPA and don’t pass the exams. // Finally, you want to make sure other parts of your application are strong, especially your ACT/SAT score. Along with your transcript and GPA, your ACT/SAT score can have an enormous impact on your admission chances, especially at selective schools. What’s Next? Speaking of the SAT and ACT, do you know which exam you’re going to focus on? Find out definitively which one you will be best at. Get a study schedule for the SAT and ACT. The earlier you start, the more opportunity you have for a high score. What’s a good SAT/ACT score for the Ivy League? Find out the scores you need to be competitive. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: //

The Impact of Fruit Juices on the Dental Erosion in Human Tooth Enamel Research Paper - 1

The Impact of Fruit Juices on the Dental Erosion in Human Tooth Enamel - Research Paper Example The difference in the degree of teeth erosion between the adult permanent teeth and the baby primary teeth will also be stressed in this project. The effect of orange juice acid on the dental tubules will also be clearly demonstrated in the experimental project. This is because the two teeth have a different structure and chemical make up and hence respond differently to any form of chemical erosion on their part. Project Aim The use of Scanning Electron Microscope images (SEM) was employed to present a clearer view of the macroscopic effects of the erosive effects of the acid, present in orange juice, on the teeth’s surface. The effects of the obliteration of the dentinal tubules are also clearly evidenced in the SEM images. SEM Analysis of Tooth Enamel The images used in the experiment were taken using a Scanning Electron Microscope. The teeth were placed in a horizontal position, and care was taken to ensure that there was zero degree of tilt. After that, the SEM image pict ures were taken at two different magnification levels of 10Â µm and 200Â µm for teeth in both categories of adult and primary. The electron acceleration that was used in the experiment was relatively low at 15.0kV and the working distance ranging from between 4.5mm to 7.0mm for both sets of adult and primary teeth depending on the overall size of the tooth. The Images taken by the microscope were then digitized with the help of SEM Image Slave software in order to obtain the quality images displayed1. The use of both back scattered and secondary electrons was employed to produce images. The SEM images in fig 1.4 show the surface of the adult tooth to be rough and scattered with many surface wide fissures and niches. The SEM image in fig 3.3 of the primary tooth shows the baby tooth to be covered with different size and number of particles, which are suggestive of different types of abrasive changes on the biting surface2. Discussion of the SEM Images Analysis of the Scanning Elect ron Microscope (SEM) Samples From the Scanning Electron Microscope image of the controlled tooth without any effect in fig 2.1, it can clearly be seen that there is an overall erosion of the entire smear layer of the tooth after its immersion in orange juice. The appearance of macroscopic lesions on the surface of the tooth after its immersion in orange juice is a clear indication of the erosive nature of the liquid. The result obtained is not much different from the one shown in the fig 1.1 of controlled tooth 1, which shows a normal human tooth viewed at 200Â µm; the tooth appears to be normal with a few deep lesions on its surface that can be ascribed to characteristic wear and tear due to the tooth’s normal activities while in the oral cavity. The surface appears to be smooth and not suffering from signs of any previous tooth erosion or any other tooth defect3. The figure 1.2 of controlled tooth 2 viewed at 200Â µm shows a normally developed adult permanent tooth. The t ooth appears to be normal with a few deep lesions on its surface. The tooth also seems to have more pronounced chipping as compared to the previous tooth in figure 1.1. No dental caries or any other defect can be detected on the tooth’s surface. The figure 1.3 of controlled tooth 3 that is being viewed at a magnification level of 10Â µm shows a clear lesion on the tooth’

New Federalism in USA Research Paper Example | Topics and Well Written Essays - 1000 words

New Federalism in USA - Research Paper Example This essay stresses that the congress is an important body in the new federalism. The success of the statutory federalism depends on its restraint not to overuse its powers. It is because of the lack of restraint that the courts come in to limit the congressional powers. This can however prove to be less effective. For example, in Brady’s bill, the congress can use its spending powers to achieve the same purpose that it had intended to achieve by using the statute. Similarly, in the case of Lopez, the congress had intended to use the Gun Free School Zones Act to make it criminal possessing guns near the school periphery. The congress could use the commerce clause in this instance to link this law to the interstate commerce. It is for this reason that Ferejohn states that the judicial mechanisms used to regulate congress are blunt tools. Under the commerce clause, as stated the congress has the power to regulate all economic activities that involve the different states. This cl ause gives the congress broad powers over all the commercial interests of the nation. The commerce clause has brought in a lot of debate on the powers of the congress and whether the courts can limit the same powers. This report makes a conclusion that the new federalism has made significant progress in the politics of the United States of America. However, it has been faced with what seems like a tug of war between the congress and the federal government. The judiciary through case law, solves the disputes that may come in. The devolution aspect of the new federalism has greatly shaped the economy of many states as the federal government provides block grants to the states. These block grants are meant to solve various social issues in the states.

The Effects of Addicting to Cyber Social Networks Essay Example for Free

The Effects of Addicting to Cyber Social Networks Essay The Effects of Addicting to Cyber Social Networks Social network is an addictive thing nowadays. I believe that everyone, start from teenagers up to old people addict to cyber social networks. Almost every single breathe, they update their twit, their statues, etc. If we cannot control ourselves to use this social network in the good way, it will not take a long time for us to get the bad impacts. There are so many bad impacts of addicting social networks. First of all, we will next to our far away people we usually connected to, but we will be far with the people around us. How come? Many people always keep contact to their friends in cyber world by social networking, so they often don’t care with the people around them. That condition absolutely makes others feel uncomfort to talk with that person. So, don’t be surprised if those real friends will stay away from that person. Actually it’s good to keep contact with people who far away with us. However, real friends are more important than cyber friends. Why? Because if we have a problem, real friends will help us directly than cyber friends. So the main point here, we have to priority our real friends first, then our cyber friends. The second is our main activity will be annoyed because of addicting to social networks. I am sure that we often meet someone who cannot live faraway from their gadget just to update his social networks. Don’t you ever think that this habit actually is annoyed his main activity? For example, there is a student in a class. All of us know that his main activity should be related with studying. However, if he is too busy with his social networks, how about his study? I believe that he will not be able to focus on his study because every single breathe he updates his social networks as I said before. That habit will also influence his score, how come? Because if we cannot focus on what we do, of course we will not be able to do it well. We will not be able to give our best on it. The last but not least, addicting to social networks will give bad impact for our body. As we know that if we addict to something, in this case social networks, we will not be able to be separated with our gadgets. Whenever and wherever we go, those gadgets will stick with our hand, and absolutely it’s dangerous for us. Medical research has found that two mobile phones which are calling to each other for some hours can make an egg cooked. From that news, I think we should know how dangerous the radiation of this gadget is. Besides the radiation, too much doing this activity will make us feel lazy to move, we will sit all day long. Sitting for a long time is also not good for our body, we have to do exercise at least 15 minutes per day regularly. As you know, it is really dangerous for us if we cannot use cyber social networks in a good way. Being far away with people around us, annoying our main activity and also causing harm for our health is just some examples of this bad habit. In my opinion, technology is good for us, but we have to use it in a good way too, so we can get the advantages. Sonia Dwi Cahyanti 110221414604/AA

Argument Against a National Identification System Essay -- ID Identifi

Argument Against a National Identification System The concept of a national ID card has been debated in the United States for over three decades. In the past, the opposition as well as its allies has been strong. As a result of the September 11th terrorist attacks there has been new interest in the concept of national ID cards. While this idea is not all a new, it is closer to becoming more of a reality than ever, gaining the approval by the key members of congress. Currently the Bush Administration objects this renewed idea, however due to the intense emotion from the recent terrorist attacks the nation is closer to the idea than ever before. The idea of a national identity (ID) card seems simple enough. Take the photographic and alpha-numerical information on our birth certificates, Social Security cards, driver s licenses, and voter registration card; add a bar code, fingerprint, microchip, or other biometric identifier; and display all that information on a neat plastic card no bigger than a credit card. But beneath this smooth surface hides a complex issues and perhaps the greatest threat to personal freedom Americans have ever confronted. A national ID system will Require Americans to obtain federal government authorization to travel, work, rent or buy housing, obtain medical care, use financial services, and make many purchases.   Ã‚  Ã‚  Ã‚  Ã‚  This federal authorization could be denied for many reasons, including database errors, a suspicious transaction profile, being a deadbeat parent, failure to pay taxes or fines, and any other social control measures Congress wishes to hang on the system.   Ã‚  Ã‚  Ã‚     The system will almost certainly create an outlaw class--as large as 10 to 20% of the population--cut off from "normal" life in America. This outlaw class will sustain the underground economy for the use of future terrorists (and ordinary criminals). (Dority Barbara, p10)   Ã‚  Ã‚  Ã‚  Ã‚  The general questions about national ID cards and concepts involved in the debates, found on the Privacy International website at www.privacy.org/pi/activities/idcard/idcard_faq.html. Can be summarized as below: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Who uses ID cards now? About a hundred countries currently utilize official, compulsory, national IDs for various purposes. These include Belgium, France, Germany, Greece, and Spain. Among the developed countries that don't have such a card are Australia, Canad... ... promote new forms of discrimination and harassment of anyone who looks or sounds "foreign." Failure to carry a national I.D. card would likely come to be viewed as a reason for search, detention or arrest of minorities. The disgrace and humiliation of constantly having to prove that they are Americans or legal immigrants would ponder heavily on such groups.   Ã‚  Ã‚  Ã‚  Ã‚   There I strongly believe that national ID system is not the solution for the problems we are facing today. We have seen before that technological solutions involve risks that should be identified and understood in advance of its use to the greatest extent possible. These risks should be discussed and understood in detail before any decisions regarding its adoption is any form should be made. Work Cited   Ã‚  Ã‚  Ã‚  Ã‚  Dority, Barbara. ?Halt and show your paper!? Humanist. 1 March.2002, Vol.62 Issue 2   Ã‚  Ã‚  Ã‚  Ã‚  Mohl, Jeff. ?How public is personal information?? Communications & Mass Media Complete, 1 September 2003, Vol. 91, Issue 7   Ã‚  Ã‚  Ã‚  Ã‚  Safire, William. ?The Threat of National ID.? Kirszner and Mandell 586-88.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.aclu.org   Ã‚  Ã‚  Ã‚  Ã‚  Privacy International www.privacy.org/pi/activities/idcard/idcard_faq.html.

How Technology Effects Our Everyday Lives Essay

Technology in Society Today Today in society technology is used in every individual’s life. Society reacts to technology in many different ways, and technology plays the major role in everyone’s everyday life. One example is that there is a new iPhone coming out, the IPhone 5s and IPhone 5c. Individuals are waiting for this phone to come out, just for the upgrades that are not drastic from the iPhone 4. People use technology in their everyday life- cell phones for everything (calculators, calendars, alarm clocks, mail/texts) and I even use my cell phone to complete school work, like this discussion board in our class. Society depends on technology for new information, television, and even farmers use technology in their new tractors to keep up to date with prices of wheat and even may set a tractor to plant or spray in a certain area. Most individuals, including me, depend on technology to get through their everyday life. Today in society technology is used in every individual’s life. Society reacts to technology in many different ways, and technology plays the major role in everyone’s everyday life. One example is that there is a new iPhone coming out, the IPhone 5s and IPhone 5c. Individuals are waiting for this phone to come out, just for the upgrades that are not drastic from the iPhone 4. People use technology in their everyday life- cell phones for everything (calculators, calendars, alarm clocks, mail/texts) and I even use my cell phone to complete school work, like this discussion board in our class. Society depends on technology for new information, television, and even farmers use technology in their new tractors to keep up to date with prices of wheat and even may set a tractor to plant or spray in a certain area. Most individuals, including me, depend on technology to get through their everyday life. Today in society technology is used in every individual’s life. Society reacts to technology in many different ways, and technology plays the major role in everyone’s everyday life. One example is that there is a new iPhone coming out, the IPhone 5s and IPhone 5c. Individuals are waiting for this phone to come out, just for the upgrades that are not drastic from the iPhone 4. People use technology in their everyday life- cell phones for everything (calculators, calendars, alarm clocks, mail/texts) and I even use my cell phone to complete school work, like this discussion board in our class. Society depends on technology for new information, television, and even farm ers use  technology in their new tractors to keep up to date with prices of wheat and even may set a tractor to plant or spray in a certain area. Most individuals, including me, depend on technology to get through their everyday life. Today in society technology is used in every individual’s life. Society reacts to technology in many different ways, and technology plays the major role in everyone’s everyday life. One example is that there is a new iPhone coming out, the IPhone 5s and IPhone 5c. Individuals are waiting for this phone to come out, just for the upgrades that are not drastic from the iPhone 4. People use technology in their everyday life- cell phones for everything (calculators, calendars, alarm clocks, mail/texts) and I even use my cell phone to complete school work, like this discussion board in our class. Society depends on technology for new information, television, and even farmers use technology in their new tractors to keep up to date with prices of wheat and even may set a tractor to plant or spray in a certain area. Most individuals, including me, depend on technology to get through their everyday life.

The Impact Of Cooperative Listening Materials Adaptation Education Essay

Abstraction Listening comprehension has gained more prominence in EFL/ESL categories. Due to this prominence, bookmans have tried to cast visible radiation on different ways of bettering scholars ‘ listening comprehension. One of these ways is utilizing listening schemes. There is still a contention over the effectual function of these schemes in bettering listening comprehension. Therefore, the proposed schemes have ever been reviewed and reformed. Adopting either scheme, the class shall be rather uneffective if it fails to increase scholars ‘ engagement in the class. The intent of this survey was to look into whether or non peer-cooperative self-access stuffs version has any consequence on scholars ‘ engagement and engagement in listening categories. In add-on, the present survey tried to examine any possible alterations in pupils ‘ attitude toward listening as a consequence of the intervention. In order to carry through the intent of the survey, 90 Persian pupils who w ere analyzing at Islamic Azad University, an independent university, were selected based on their obtained tonss in a linguistic communication proficiency trial ( TOEFL ) . They were indiscriminately assigned to one control and two experimental groups. Then they undertook a 17-session intervention. With a quasi-experimental pretest posttest design, it became apparent that holding pupils adapt listening stuffs improved listening comprehension public presentation. And besides a positive alteration occurred in pupils ‘ overall attitude toward listening. Keywords: Material version, Self-Access stuff, Listening Comprehension, Cooperative version Introduction Not until decreasing prominence of Latin ( Richard & A ; Rodgers, 2001 ) , listening was paid much attending. Stressing the of import function of listening, research workers argue that larning shall be enhanced through understanding the intended significance. It is done through processing and comprehending the characteristics of the linguistic communication and/or transforming informations into information ( Alalou & A ; Chamberlain, 1999 ; Finocchiaro & A ; Bonomo, 1973 ; Horton, 2000 ; Molina, 1997 ) .Thus it would be advisable to see listening as an incorporate portion of linguistic communication categories because developing different modes of accomplishments like listening provides scholars with rich linguistic communication acquisition experiences. Otherwise, low listening proficiency may deter scholars to actively take part in unwritten treatments ( Hayati & A ; jalilfar, 2009 ) . On the other manus, such experiences help scholars successfully monitor their ain acquisition ( R ichards, 2008 ) . In other words, scholars will use the acquisition schemes including meta-cognitive, cognitive and socio-effective 1s to supervise their acquisition procedure ( Shirini Bidabadi & A ; Yamat, 2011 ) . Furthermore, â€Å" See [ ing ] linguistic communication in-use † motivates scholars through doing the linguistic communication larning puting more interesting ( Harmer, 2001. p. 282 ) . Yet it is instead hard to promote scholars to affect themselves in listening procedure as the consequence of either medium or context ( McDonough and Shaw, 1997 ) . One possible solution is to better scholars ‘ attitude through acquiring them familiar with the procedure involved ( Taylor, 1981 ) . Such consciousness enables scholars to use what they have learnt to better their linguistic communication skills non merely during but besides after the class. This can be achieved merely through guaranting that instructional content being developed best suits the pupils ‘ demands and co-ordinates foreign linguistic communication direction on a campus-wide footing ( Branch, 1998 ; Chaput, 1993 ; McApline, 1998 ) . Materials development is a cyclic procedure that ne'er ends. In a sense, in no phase of this procedure, one would be certain of the rightness of the included stuffs for a peculiar group of scholars in a peculiar scene. So, the stuffs should ever be revised when it is traveling to be used in different scenes. Tomlinson ( 2005 ) argues that most EFL stuffs are written by well-qualified native-speaker instructors who experienced merely little categories with motivated scholars. Yet most users of these stuffs experience EFL in big category of unmotivated scholars. In a nutshell, the context is wholly different. To work out this job, Nunan ( 1993 ) believes non until we expand pupils ‘ and instructors ‘ apprehension of the procedures involved in linguistic communication acquisition, we can non develop appropriate classs. Such understanding brings about consistence among the undermentioned variables: context ( national, regional aˆÂ ¦ ) scholars ( age, linguistic communication degree aˆÂ ¦ ) instructors ( personality, learning manners aˆÂ ¦ ) stuffs ( text, undertakings aˆÂ ¦ ) intent and aims ( class course of study aˆÂ ¦ ) ( Masuhara, 2004. pp. 1-3 ) Problem statement About 50 to 70 per centum of the category clip is spent on hearing ; nevertheless, it is done inefficaciously ( Jalongo, 1991 ; Smith, 1992 ) . Hence instructors ‘ ailment about the deficiency of instructional stuffs on hearing is n't uncommon ( Swanson, 1997 ) . They have been discoursing the lack of some listening stuffs available to the instructors and pupils ( Fujiwara, 1996 ; Rost, 2001 ) . The job is non merely with the importance of learning the hearing accomplishment, but it is with the activities, processs and stuffs adopted to near it. In appropriate listening stuff, as reported by Yasin Sharif and Ferdous ( 2012 ) , leads to listening comprehension anxiousness. Empirically, carry oning such a survey might add to our apprehension of the procedure of listening comprehension. The consequences of such a survey might be of value both to instructors, course of study interior decorators and even pupils. Merely that manner they can assist scholars be equipped with listening accomplishment, and accordingly heighten their acquisition via hearing ( Molina, 1997 ) . Making so, it is apparently required to look into the sorts of Schemes and techniques curriculum interior decorators and stuff developers can utilize to assist scholars better their hearing comprehension. Since larning stuff is the nucleus beginning in any language-teaching/learning plan ( Richards, 2010 ) , sing these schemes and techniques while planing, they assert, will guarantee us that the designed hearing stuffs appeal to scholars ‘ personal involvement ( Brown, 2001 ; Nunan, 1997 ) . It will prolong attending and positive emotion. cooperatively-adapted ( instructor and pupils ) stuffs non merely enjoys high face cogency but consequences besides in consistence in assemblage of divergent sentiments at times convenient to participants ; meetings dominated by content non personality ; attachment to a structured docket without loss of those thoughts after the session ends ( Helten & A ; Nye, 2005 ) Therefore such coaction in stuffs version ensures the success of the plan. Yet the impression of including the most appropriate stuffs to run into the lesson aims, class and leaners ‘ demands is comparatively new to the research literature ( Tomlinson, 2001 ) . Bearing it in head, research workers have conducted a figure of surveies on class design, stuffs development and scheme preparation. They hoped they could assist scholars go independent. Research Questions In the present survey, listening as a macro-skill as stated by Nunan ( 1993 ) and material version ( an of import phase of course of study development ) are selected as the starting point. Thus material version is intended to pull the pupils ‘ attending and affect them into the learning plan. Based upon such an premise, the present survey was developed to look into whether peer self-access stuff version has any consequence on listening comprehension, and whether or non this would alter the pupils ‘ attitude toward listening comprehension. In order to give way to the survey, the undermentioned inquiries were formulated: Does peer concerted self-access hearing stuffs adaptation have any consequence on genre-based hearing comprehension ( films and intelligence ) of Persian EFL scholars? Does peer concerted self-access hearing stuffs adaptation have any consequence on Persian EFL scholars ‘ perceptual experience of listening comprehension acquisition? These directing inquiries are seeking to touch the facet of a receptive accomplishment which harmonizing to Carkin ( 2005 ) â€Å" lacks the strong background of†¦ literate accomplishments † ( p. 114 ) . Such a instead weak background stems from the fact few surveies have been carried out on stuffs development in general and listening stuffs version inparticular ( Bhatia, 1994 ; Brown, 2001 ; Fujiwara, 1996 ; Rashidi & A ; Safari, 2011 ; Tomlinson, 2001 ) . Literature Review Uvin ( 1996 ) , in an effort that led to the development of an ESOL class for Chinese health-care workers, asserts that scholars and clients should be actively involved in all phases of class and stuff development. Doing so would ease the scholars ‘ engagement. To trip scholars ‘ engagement, he used two attacks. Problem-posing: here, a state of affairs was described and scholars were supposed to respond by â€Å" treatment, planning, action and feedback † ( p. 49 ) . The other attack was experimental acquisition in which scholars ‘ day-to-day experience was used. These attacks, he argues, helped scholars achieve competences ( sense of ownership, motive and self-pride ) . In add-on, category activities became more compatible with preferable acquisition activities. Materials, he continues, were extremely relevant because they were all generated by the scholars. Pinheiro ( 1996 ) , in a survey on planing a authorship constituent, regarded the scholars ‘ background. Therefore, she provides the scholars with in-class and out-of-class ranked activities. Having conducted the survey, she argues that such a procedure may increase scholars ‘ interaction or coaction. Sing listening some surveies have been done excessively. Fujiwara ( 1996 ) , seeking to promote the scholars to be more active in the hearing category and better their attitude, involved scholars in the procedure of stuffs version. She designed listening diary prep. At the terminal, she, in a study, found that the scholars ‘ attitude toward listening had become more positive and their comprehension had greatly improved. All the above surveies have been carried out to ease comprehension public presentation. However, scholars ‘ demands should non lose sight of. In different state of affairss the scholars ‘ demands differ from one another. To guarantee that these demands will decidedly be met those who undertake listening stuff development demand to acquire familiar with the scholars at least through a distributed questionnaire. Roll uping such informations that manner increases the possibility of run intoing such demands. 2. Methodology 2.1 Participants The survey can be categorized as the quasi-experimental pretest posttest control group design. The field work was conducted in Islamic Azad University of Qom where 90 participants ( both females and males ) were selected based upon their tonss on the TOEFL Test ( 2008 ) . The trial was given to 120 pupils, and from among those who clustered around the entire mean, 90 pupils were selected. 60 pupils were assigned to the experimental group, which included two subgroups with 30 pupils each, the staying 30 pupils were assigned to the control group. Ages of participants ranged from 20 to 26. They were all senior pupils analyzing at their 6th term. They enrolled in a two-credit class on either â€Å" Oral interlingual rendition II † or â€Å" Movie interlingual rendition. † In this survey, peer concerted stuff version and genre-based hearing ( intelligence and films ) were considered as independent variables ; while, scholars ‘ listening comprehension public presentation and pupils ‘ attitudes toward listening as the dependent variables. 2.2 Instruments The instruments used in this survey include a standardised TOEFL trial ( adopted from Barron TOEFL 2008 ) , a standardised hearing trial ( TOEFL ) used as the â€Å" pretest † and â€Å" posttest † and a questionnaire. In add-on to the major instruments, a instructor ‘s usher and informal observation were besides used to command some of the variables, which were supposed to act upon cogency of the survey. Teacher ‘s usher, the 2nd instrument, was one of the steps taken to guarantee instructors were following the same processs for comparison intents. As non to pique experient instructors or overload instructors ‘ heads with inside informations, instructors guide points were formulated as suggestions and efforts were made non to travel into inside informations of the stairss in different stages of each lesson. The other step taken to guarantee consistence in managing the intervention was informal observation. The research worker himself attended the categories without anterior notice. The intent was to see if the instructors adhered to the instructors ‘ usher provided by the research worker. Then, for the pretest, a TOEFL trial was administered. Siting it, the pupils were required to reply 122 multiple-choice points consisting listening subdivision with 50 points, usage of English with 26 points and reading comprehension with 46 points.This trial was used to measure both linguistic communication and listening proficiency degree of the scholars. Posttest was the following instrument used to mensurate the topics ‘ accomplishment after the intervention. In order to examine whether or non there is any alteration in the listening public presentation of the scholars, a standardised hearing trial was used. The listening portion of the TOEFL trial, which was used as the pretest and comprised 50 points was once more administered to all three groups. The questionnaire was the last instrument used in the present survey. The questionnaire was organized into three parts. The first portion aims at arousing the demographic information ; full name ( optional ) , major, and the participants ‘ survey semester. The 2nd portion included 20 points. The intent was to analyze the attitude of the respondents towards listening. In this subdivision pupils ‘ replies were mapped on a five-level Liker Scale ( 1 bespeaking â€Å" strongly hold † and 5 â€Å" strongly differ † ) . Finally, in the 3rd subdivision, the respondents ‘ remarks were elicited through an open-ended inquiry. The whole points in the questionnaire were categorized into two parts. The firs portion measures pupils ‘ positive attitudes ; while the 2nd portion negative 1s. To guarantee the lucidity and understandability of the points included for the participants, the questionnaire was constructed in patricipants ‘ L1. 2.3 Data Analysis In order to analyze the psychometries of the questionnaire utilized in this survey, a pilot survey was carried out. To gauge its cogency and dependability of the points included, the feedback of three PhD holders in TEFL was collected sing the suitableness ( relevancy ) and lucidity of the points included. They were supposed to rate the points in 1-5 evaluation graduated table on two feedback signifiers ( one for suitableness and the other for lucidity ) . As table 1 and 2 indicate, the critical value of â€Å" R † at 22 grades of freedom is.43. Since all the computed â€Å" R † are higher than.43, it shows a high grade of understanding among the raters on the relevancy and lucidity of each point in the questionnaire at the important degree of 0.01 ( 2-tailed ) . Table 1. Spearman Inter-Rater Correlation Co-efficient ( Relevance ) Rater 1 Rater 2 Rater 3 Rater 1 Pearson Correlation 1 .749 ( ** ) .678 ( ** ) Rater 2 Pearson Correlation .749 ( ** ) 1 .694 ( ** ) Rater 3 Pearson Correlation .678 ( ** ) .694 ( ** ) 1 Table 2. Spearman Inter-Rater Correlation Co-efficient ( Clarity ) Rater 1 Rater 2 Rater 3 Rater 1 Pearson Correlation 1.000 .806 ( ** ) .693 ( ** ) Rater 2 Pearson Correlation .806 ( ** ) 1.000 .626 ( ** ) Rater 3 Pearson Correlation .693 ( ** ) .626 ( ** ) 1.000 Alternatively, an effort was made to prove out the dependability of the questionnaire. In so making, the questionnaire was administrated to 23 EFL pupils ( 15 females and 8 males ) . The informations obtained were fed into the SPSS package to run Cornbach alpha. The consequences showed that the questionnaire was dependable ( I ¬=0.74 ) . Procedure In order to transport out the present survey, the undermentioned stairss were followed. First, the TOEFL trial was administrated in the first session of the term to function a double intent. It was traveling to mensurate the general linguistic communication and listening proficiency degree of the pupils to guarantee that all topics are approximately at the same degree of proficiency. Having done it, the homogeneousness of the groups was assured. In instance of the homogeneousness of the topics, the trial aimed at choosing 90 topics in the available categories. The 90 topics were selected from among those whose tonss fell one criterion divergence above and below the mean. The chosen topics were so, indiscriminately, assigned to two experimental groups and one control one. The listening portion of the TOEFL trial was besides used as the pretest. Then the listening portion used as pretest was once more administrated as the posttest. The intent was to analyze the alterations that might hold occurred in the listening ability of the pupils. Next, the questionnaire was administered to look into the scholars ‘ perceptual experiences toward listening. Therefore an attitude questionnaire was used both at the beginning and terminal of the survey. The experimental groups received the intervention, which consisted of assignments for learning listening comprehension. The assignments were different from what were the normal instruction processs used with control group. The control group was fundamentally exposed to listening audio plans, which were played and replayed for comprehension intents followed by activities focused on linguistic communication of the texts used for listening. The experimental groups were exposed to listening stuffs that are intelligence and films. The stuffs were selected by the pupils themselves. The activities were designed based on theoretical accounts proposed by Brown ( 2001, see Pp. 260- 264 ) . Following the 17-session intervention, the attitude questionnaire was given to the groups to find any alterations or deficiency of alterations in their attitudes. Attempts were made over the intervention period to hold instead the same status in all these categories. One manner to run into such a standard was to inquire the instructors to carry through the undertakings in conformity with cheque list provided to them. In order to look into whether the same processs were used toward the instruction stuffs and whether the categories were held harmonizing to the checklist provided to the instructors, informal observations were conducted. The standard for observation were those points included in the checklist. This sort of observation showed that all the instructors followed the guidelines in the checklist. The instructor assumed the function of adviser in the experimental groups. In other words, at the beginning of the experiment, the instructor introduced the standards needed to be taken into history while accommodating listening stuffs in a briefing session. Then, he was available for audience at the different phases of the procedure. On the other manus, the instructor was the lone beginning of information in the control group. 3. Consequences and Discussion The first statistic was Descriptive to guarantee the homogeneousness of the groups. It is shown in table 1. Table 1. Descriptive Statisticss of the tonss in the TOEFL trial Nitrogen No of Items Mean South dakota 120 122 15.4 2.04 From among the pupils whose tonss were one standard divergence above and below the mean, 90 pupils out of 120 were selected. Then, they were indiscriminately assigned to 3 groups ( two experimental groups and one control group ) . Table 2 shows that the mean and discrepancy of the three groups with 30 members each are about the same, so the three groups can be considered as homogeneous. Table 2. Descriptive Statisticss of Proficiency trial Nitrogen Mean Std. Deviation Discrepancy EXP-G1 ( film ) 30 15.02 2.04285 4.173 EXP-G2 ( News ) 30 15.35 2.04223 4.171 Control-G 30 15.08 1.99613 3.484 In order to look into listening ability of these three groups, the tonss obtained in the listening portion of TOEFL were once more fed into SPSS. The consequences are presented in table 3. Table 3. Descriptive statistics of Listening Proficiency trial Nitrogen Mean Std. Deviation Discrepancy Exp-G1 ( film ) 30 13.95 3.09 9.60 Exp-G2 ( News ) 30 13.01 3.12 9.77 Control G 30 13.63 3.41 10.60 It can be inferred from the informations that the three groups had about the same Mean and Standard divergence, which indicate the homogeneousness of the groups sing listening ability. The following effort was to find the pupils ‘ perceptual experience toward listening larning before transporting out the intervention. In so making, the questionnaire was distributed among the topics. Then, the consequences obtained from the first disposal of the questionnaire were gathered and fed into SPSS. In order to look into whether the difference was important, Chi-Square was run. Table 5 summarizes the consequences. Table 4. Chi-Square Statisticss for pretest Chi-Square Trials Value df Asymp. Sig. ( 2-sided ) Pearson Chi-Square 138.895 ( a ) 4 .000 Likelihood Ratio 143.839 4 .000 Linear-by-Linear Association 120.582 1 .000 A 0 cells ( .0 % ) have expected count less than 5. The lower limit expected count is 44.96. The figure shown in table 4 indicates that there is a important relationship between points mensurating positive attitude and those mensurating negative attitude. In order to look into whether the magnitude of the topics ‘ inclination moves toward positive or negative, a correlativity coefficient was run. Table 5. Spearman ‘ rho correlativities of points of questionnaire Positive Negative Sum Sum Correlation Coefficient .620 ( ** ) .848 ( ** ) 1.000 As depicted in table 5, the correlativity between the overall mark and the negative subdivision is much higher than the correlativity between the overall mark and the mark of the positive subdivision at the important degree of 0.01. This suggests that the pupils have an overall negative attitude toward listening. In order to reply the first research inquiry, the addition mark of each pupil was calculated. Derive tonss calculated show 13 % betterment on pupils ‘ listening accomplishment. In order to see if there was any important difference between the average mark of three groups, a One-way ANOVA was conducted on the addition mark. The P value, at 2 and 87 grade of freedom was smaller than.05 ( table 6 ) . Table 6. The consequences of One-Way ANOVA for the Gain Mark Sum of Squares df F Sig. Between Groups 4.83 2 20.21 .00 Within Groups 10.41 87 The consequences obtained from running One-Way ANOVA showed that there were important differences between the average tonss of these three groups. This consequence does non demo where precisely the existent differences lie. To happen out where the groups were significantly different, a Pos Hoc comparing of agencies ( Tukey ) was conducted. Table 7. The consequences of Multiple Comparisons ( Tukey ) for the Posttest Average Difference ( I-J ) Std. Mistake Sig. 95 % Confidence Interval Control-G Exp-G2 ( intelligence ) .52 ( * ) .089 .00 .73 .30 Exp-G1 ( Movie ) .45 ( * ) .089 .00 .66 .24 Exp-G2 ( intelligence ) Control-G .52 ( * ) .089 .00 .30 .73 Exp-G1 ( Movie ) .06 .089 .74 .14 .27 Exp-G1 ( Movie ) Control .45 ( * ) .089 .00 .24 .66 Exp-G2 ( intelligence ) .06 .089 .74 .27 .14 As it is shown in Table 7, there is a important difference at the degree of 0.05 between the Control and Experimental ( News ) and Experimental ( Movie ) . The consequences besides show that there is no difference between the Experimental groups. In order to reply the 2nd research inquiry, the consequences of the 2nd disposal of the attitude questionnaire were fed into SPSS. The consequences are shown in table 8. Table 8. Chi-Square Statisticss for Posttest Value df Asymp. Sig. ( 2-sided ) Pearson Chi-Square 122.062 ( a ) 4 .000 Likelihood Ratio 125.407 4 .000 Linear-by-Linear Association 105.693 1 .000 Harmonizing to the consequences presented in table 8, the difference is important at alpha degree of.05. To be able to demo the attitude way move clearly, a correlativity coefficient was run. The consequences are summarized in table 9. Table 9. The Spearman ‘ rho correlativities of points of questionnaire Positive Negative Sum Spearman ‘ rho Sum Correlation Coefficient .854 ( ** ) .565 ( ** ) 1.000 The consequences show that the correlativity found between the positive points and the entire figure of responses is higher than the correlativity between the tonss on the negative inquiries and the entire mark. The figure 0.85 is much higher than 0.56, which suggests a positive way in pupils ‘ attitude. The abovementioned consequences for the first phase of the survey indicate that concerted stuffs adaptation significantly affected the listening public presentation of linguistic communication scholars. The ground may be due to the fact that adapted listening stuffs met scholars ‘ demands, were interesting to them and accordingly increased scholars ‘ engagement. Subsequently the instructor shall detect an betterment in scholars ‘ addition tonss. In this survey, the topics in the experimental groups who had the opportunity to accommodate listening stuffs hand in glove accomplished the undertakings assigned better than those in the control group who did non hold such an chance. It advocates the necessity of affecting those who are traveling to utilize the hearing stuffs in the procedure of stuff usage version to guarantee run intoing run into the true demands of the pupils ( Tomlinson, Dat, Masuhara and Rudby, 2001 ) . As for the consequences for the 2nd portion of the survey, the impact of such a Strategy on altering scholars ‘ attitude toward listening was probed. In this survey, a positive alteration occurred in the attitude of scholars in experimental groups though the so great. So it may be concluded that the attitude improved as listening stuffs users were playing an active function in the procedure of instructional stuffs development. The ground of such a alteration might be due to raising scholars ‘ consciousness, run intoing their true demands and concerted stuffs version. The consequences support the earlier surveies done on different facets of affecting scholars in the procedure of larning stuffs version. Using a process reverse to the most common one ( teacher selected stuff ) presently exercised by instructors in learning listening comprehension, Fujiwara ( 1996 ) reported a alteration in the public presentation and attitude of those who themselves adapted listening stuffs. Unlike her topics who adapted stuffs in isolation based upon listening diary, the topics of the present survey adapted stuffs hand in glove from among self-access stuffs. This scheme proved to promote scholars to be involved in executing in-class and out-class hearing activities in order to better their hearing public presentation. As stated by Tomlinson, Dat, Masuhara and Rudby ( 2001 ) and Fujiwara ( 1996 ) the benefits achieved through the engagement of scholars may be important provided that such process is employed by stuff interior decorators and instructors. The findings besides support a work by Uvin ( 1996 ) . He reported that larning would be fascinated through the engagement of the scholars into all phases of ESOL class. Like his attack, in this survey, job resolution technique ( treatment, planning and action ) was utilised toward stuffs version. Finally the consequences of the survey go in line with a work by Pinheiro ( 1996 ) . She in her survey relied chiefly on scholars ‘ anterior experiences and background while developing the instructional stuffs. Like her survey, the findings show an betterment in compatibility of larning activities. She reported an addition in scholars ‘ interaction and coaction as the consequences of such compatibility. Based on such findings peer concerted self-access stuff version serves as an foil in the procedure of listening comprehension instruction and development of this accomplishment. This scheme helps the instructors motivate and encourage EFL scholars to take part in in-class and out-class hearing activities. Yet it is apparently required to keep a briefing session during which the major acquisition issues are introduced and discussed. The general result of the session was bettering scholars ‘ consciousness. The 2nd result which straight contributes to such an consciousness was version of stuffs which best suited their demands. Marrying up these two and peer cooperation led to high degree of engagement, interaction, coaction and finally a sense of accomplishment. However, there is still a fact that should non be lost sight of. Material version by scholars does n't intend that merely scholars should set about material version. What the scholars do demands to be supplemented by audience, aid and support on the portion of the instructors. In fact the function of rating listening stuffs and undertakings, which is needed to be carried out merely by professionals- stuff developers, instructors and etc, should non be ignored. The latter is surely a common process peculiarly used by instructors in listening categories, and it has confirmed to be affectional ( Nunan, 1993 ) . However, the usage of scholars ‘ engagement as a scheme offers some possible extra advantages to listening comprehension sweetening. 4. Decision and Deductions Didactically talking, the findings of the present survey should modify our understating of nature of stuffs version. Through version activities, scholars non merely see the existent usage of linguistic communication but besides the input they receive will be enriched culturally ( Alalou and Chamberlain, 1999 ) . One thing that debilitates listening comprehension is the deficiency of EFL scholars ‘ engagement in the procedure. An appropriate solution for this job is the engagement of scholars in the procedure of stuff version support teachers a batch because first it motivates scholars to take part enthusiastically in the hearing activities ( Hull, 1996 ) . It is merely because when they adapt listening stuffs, the stuff adapted will be based on their involvement. Therefore, they needfully become to the full involved in larning the new linguistic communication. Second, in their efforts to accommodate self-access hearing stuffs, run intoing their true demands is guaranteed. Third , it allows the pupils to be more adventuresome with the linguistic communication. This at the terminal enriches input from cultural point of position. As a affair of fact, larning and stabilising a new linguistic communication through promoting scholars to go involved volitionally in listening undertakings is one side of the coin. The other one is that instructors and stuff developers can acknowledge the debatable countries in listening through the procedure. Practically, strategic usage of equal concerted self-access stuff version has positive slipstream consequence on learning. In a better sense, instructors can easy detect cognition spreads and seek to take the obstructions. This is achieved through allowing scholars cheque and examine the available hearing stuffs harmonizing to their demands and involvements. Meantime, scholars should be concerted and at the same clip independent. Knowing it, the course of study interior decorators and stuff developers along with the instructors can successfully accommodate effectual hearing stuffs. Therefore, it apparently is the duty of the course of study interior decorators and stuff developers to affect scholars in the procedure of stuff version to the extent that their enthusiastic engagement additions and as the consequence larning takes topographic point. Hopefully, this survey is non an stoping but the beginning. More research is needed to be done to increase our apprehension of how different factors such as different proficiency degrees, genres and linguistic communication accomplishments may impact scholars ‘ engagement, attitude and accordingly public presentation. Recognitions The honest university professors, my co-workers, pupils and friends have been of priceless aid in the readying of this research. My debt of gratitude is to Dr. M.R. Anani Sarab whose priceless cooperation and aid helped me transport out this undertaking. I am highly thankful to Dr. M. R. Ataii for supplying me nice remarks to enrich the undertaking.

Free Essays on Left Realism

In the early 1980's, two "new" approaches to the study of crime and deviance began to emerge in Britain and America, both of which focused upon the "realities" of crime (specifically) - but from different ends of the political spectrum. In Britain, the "New Left Realism" started to develop through the work of writers such as Lea and Young, while the "New Right Realism" developed around the work of Wilson in America and writers such as Clarke and Mayhew in Britain. While, as you might expect, the two basic approaches address the "problem" of crime from quite different political starting points, they have a couple of ideas in common: 1. Both view crime as a form of "social problem" - not only for control agencies but also for the victims / potential victims of crime. 2. Both produce ideas that attempt to locate crime within a wider political (although different) context - the "New Realism". New Left Realism For the past 30 years, Jock Young has been recognized as one of the major British writers in the field of crime and deviance. His intellectual career encompasses Interactionism, Radical Criminology and now New Left Realism and, for this reason alone, perhaps, his work represents an interesting area of study. A New Left Realist approach to the study of crime begins by doing two things: Firstly, it rejects "partial" theories of crime because they are guilty of either: a. An over-concentration on the operation of control agencies (for example, Functionalism and Subcultural theory) or b. An over-concentration on the experiences of criminals and the attempt to "understand" their point of view as either: "Victims" of a labelling process (Interactionism) or "Political catalysts" against bourgeois domination (Radical Criminology / Marxist Subcultural theory). Secondly, it synthesizes various elements from past theoretical perspectives into a "new realistic" approach to crime and deviance that seeks to und... Free Essays on Left Realism Free Essays on Left Realism In the early 1980's, two "new" approaches to the study of crime and deviance began to emerge in Britain and America, both of which focused upon the "realities" of crime (specifically) - but from different ends of the political spectrum. In Britain, the "New Left Realism" started to develop through the work of writers such as Lea and Young, while the "New Right Realism" developed around the work of Wilson in America and writers such as Clarke and Mayhew in Britain. While, as you might expect, the two basic approaches address the "problem" of crime from quite different political starting points, they have a couple of ideas in common: 1. Both view crime as a form of "social problem" - not only for control agencies but also for the victims / potential victims of crime. 2. Both produce ideas that attempt to locate crime within a wider political (although different) context - the "New Realism". New Left Realism For the past 30 years, Jock Young has been recognized as one of the major British writers in the field of crime and deviance. His intellectual career encompasses Interactionism, Radical Criminology and now New Left Realism and, for this reason alone, perhaps, his work represents an interesting area of study. A New Left Realist approach to the study of crime begins by doing two things: Firstly, it rejects "partial" theories of crime because they are guilty of either: a. An over-concentration on the operation of control agencies (for example, Functionalism and Subcultural theory) or b. An over-concentration on the experiences of criminals and the attempt to "understand" their point of view as either: "Victims" of a labelling process (Interactionism) or "Political catalysts" against bourgeois domination (Radical Criminology / Marxist Subcultural theory). Secondly, it synthesizes various elements from past theoretical perspectives into a "new realistic" approach to crime and deviance that seeks to und...

Rhetorical Analysis of E B. Whites The Ring of Time

Rhetorical Analysis of E B. Whites The Ring of Time One way to develop our own essay-writing skills is to examine how professional writers achieve a range of different effects in their essays. Such a study is called a rhetorical analysisor, to use Richard Lanhams more fanciful term, a lemon squeezer. The sample rhetorical analysis that follows takes a look at an essay by E. B. White titled The Ring of Timefound in our Essay Sampler: Models of Good Writing (Part 4) and accompanied by a reading quiz. But first a word of caution. Dont be put off by the numerous grammatical and rhetorical terms in this analysis: some (such as adjective clause and appositive, metaphor and simile) may already be familiar to you; others can be deduced from the context; all are defined in our Glossary of Grammatical and Rhetorical Terms. That said, if you have already read The Ring of Time, you should be able to skip over the stranger looking terms and still follow the key points raised in this rhetorical analysis. After reading this sample analysis, try applying some of the strategies in a study of your own. See our Tool Kit for Rhetorical Analysis and Discussion Questions for Rhetorical Analysis: Ten Topics for Review. The Rider and the Writer in "The Ring of Time": A Rhetorical Analysis In The Ring of Time, an essay set in the gloomy winter quarters of a circus, E. B. White appears not yet to have learned the first piece of advice he was to impart a few years later in The Elements of Style: Write in a way that draws the readers attention to the sense and substance of the writing, rather than to the mood and temper of the author. . . .[T]o achieve style, begin by affecting nonethat is, place yourself in the background. (70) Far from keeping to the background in his essay, White steps into the ring to signal his intentions, reveal his emotions, and confess his artistic failure. Indeed, the sense and substance of The Ring of Time are inextricable from the authors mood and temper (or ethos). Thus, the essay may be read as a study of the styles of two performers: a young circus rider and her self-conscious recording secretary. In Whites opening paragraph, a mood-setting prelude, the two main characters stay hidden in the wings: the practice ring is occupied by the young riders foil, a middle-aged woman in a conical straw hat; the narrator (submerged in the plural pronoun we) assumes the languorous attitude of the crowd. The attentive stylist, however, is already performing, evoking a hypnotic charm that invite[s] boredom. In the abrupt opening sentence, active verbs and verbals carry an evenly measured report: After the lions had returned to their cages, creeping angrily through the chutes, a little bunch of us drifted away and into an open doorway nearby, where we stood for awhile in semidarkness, watching a big brown circus horse go harumphing around the practice ring. The metonymic harumphing is delightfully onomatopoetic, suggesting not only the sound of the horse but also the vague dissatisfaction felt by the onlookers. Indeed, the charm of this sentence resides primarily in its subtle sound effects: the alliterative cages, creeping and big brown; the assonant through the chutes; and the homoioteleuton of away . . . doorway. In Whites prose, such sound patterns appear frequently but unobtrusively, muted as they are by a  diction that is commonly informal, at times colloquial (a little bunch of us and, later, we kibitzers). Informal diction also serves to disguise the formality of the syntactic patterns favored by White, represented in this opening sentence by the balanced arrangement of the subordinate clause and present participial phrase on either side of the main clause. The use of informal (though precise and melodious) diction embraced by an evenly measured syntax gives Whites prose both the conversational ease of the running style and the controlled emphasis of the periodic.  It is no accident, therefore, that his first sentence begins with a time marker (after) and ends with the central metaphor of the essayring. In between, we learn that the spectators are standing in semidarkness, thus anticipating the bedazzlement of a circus rider to follow and the illuminating metaphor in the essays final line. White adopts a more paratactic style in the remainder of the opening paragraph, thus both reflecting and blending the dullness of the repetitious routine and the languor felt by the onlookers. The quasi-technical description in the fourth sentence, with its pair of prepositionally embedded adjective clauses (by which . . .; of which . . .) and its Latinate diction (career, radius, circumference, accommodate, maximum), is notable for its efficiency rather than its spirit. Three sentences later, in a yawning tricolon, the speaker draws together his unfelt observations, maintaining his role as spokesman for a dollar-conscious crowd of thrill-seekers. But at this point, the reader may begin to suspect the irony underlying the narrators identification with the crowd. Lurking behind the mask of we is an I: one who has elected not to describe those entertaining lions in any detail, one who, in fact, does want more . . . for a dollar. Immediately, then, in the opening sentence of the second paragraph, the narrator forsakes the role of group spokesman (Behind  me  I heard someone say . . . ) as a low voice responds to the  rhetorical question  at the end of the first paragraph. Thus, the two main characters of the essay appear simultaneously: the independent voice of the narrator emerging from the crowd; the girl emerging from the darkness (in a dramatic  appositive  in the next sentence) andwith quick distinctionemerging likewise from the company of her peers (any of two or three dozen showgirls). Vigorous verbs dramatize the girls arrival: she squeezed, spoke, stepped, gave, and swung. Replacing the dry and efficient  adjective clauses  of the first paragraph are far more active  adverb clauses,  absolutes, and  participial phrases. The girl is adorned with sensuous  epithets  (cleverly proportioned, deeply browned by the sun, dusty, eager, and almost naked) and greeted with the music of   alliteration  and  assonance  (her dirty little feet fighting, new note, quick distinction). The paragraph concludes, once again, with the image of the circling horse; now, however, the young girl has taken the place of her mother, and the independent narrator has replaced the  voice  of the crowd. Finally, the chanting that ends the paragraph prepares us for the enchantment soon to follow. But in the next  paragraph, the girls ride is momentarily interrupted as the writer steps forward to introduce his own performanceto serve as his own ringmaster. He begins by defining his role as a mere recording secretary, but soon, through the  antanaclasis  of . . . a circus rider. As a writing  man ...  ., he parallels his task with that of the circus performer. Like her, he belongs to a select society; but, again like her, this particular performance is distinctive (it is not easy to communicate anything of this nature). In a  paradoxical  tetracolon climax  midway through the paragraph, the writer describes both his own world and that of the circus performer: Out of its wild disorder comes order; from its rank smell rises the good aroma of courage and daring; out of its preliminary shabbiness comes the final splendor. And buried in the familiar boasts of its advance agents lies the modesty of most of its people. Such observations echo Whites remarks in the preface to  A Subtreasury of American Humor: Here, then, is the very nub of the conflict: the careful form of art, and the careless shape of life itself (Essays  245). Continuing in the third paragraph, by way of earnestly repeated phrases (at its best . . . at its best) and structures (always bigger . . . always greater), the narrator arrives at his charge: to catch the circus unawares to experience its full impact and share its gaudy dream. And yet, the magic and enchantment of the riders actions cannot be captured by the writer; instead, they must be created through the medium of language. Thus, having called attention to his responsibilities as an essayist, White invites the reader to observe and judge his own performance as well as that of the circus girl he has set out to describe.  Styleof the rider, of the writerhas become the subject of the essay. The bond between the two performers is reinforced by the  parallel structures  in the opening sentence of the fourth paragraph: The ten-minute ride the girl took achievedas far as I was concerned, who wasnt looking for it, and quite unbeknownst to her, who wasnt even striving for itthe thing that is sought by performers everywhere. Then, relying heavily on  participial phrases  and  absolutes  to convey the action, White proceeds in the rest of the paragraph to describe the girls performance. With an amateurs eye (a few knee-standsor whatever they are called), he focuses more on the girls quickness and confidence and grace than on her athletic prowess. After all, [h]er brief tour, like an essayists, perhaps, included only elementary postures and tricks. What White appears to admire most, in fact, is the efficient way she repairs her broken strap while continuing on course. Such delight in the  eloquent  response to a mishap is a familiar note in Whites work, as in the young boys cheerful report of the trains greatbigBUMP! in The World of Tomorrow (One Mans Meat  63). The clownish significance of the girls mid-routine repair appears to correspond to Whites view of the essayist, whose escape from discipline is only a partial escape: the essay, although a relaxed form, imposes its own disciplines, ra ises its own problems (Essays  viii). And the spirit of the paragraph itself, like that of the circus, is jocund, yet charming, with its balanced phrases and clauses, its now-familiar sound effects, and its casual extension of the light  metaphorimproving a shining ten minutes. The fifth paragraph is marked by a shift in  tonemore serious nowand a corresponding elevation of style. It opens with  epexegesis: The richness of the scene was in its plainness, its natural condition . . .. (Such a  paradoxical  observation is reminiscent of Whites comment in  The Elements: to achieve style, begin by affecting none [70]. And the sentence continues with a euphonious itemization: of  horse, of  ring, of girl, even to the girls bare feet that gripped the bare back of her proud and ridiculous  mount. Then, with growing intensity,  correlative  clauses are augmented with  diacope  and  tricolon: The enchantment grew not out of anything that happened or was performed but out of something that seemed to go round and around and around with the girl, attending her, a steady gleam in the shape of a circlea ring of ambition, of happiness, of youth. Extending this  asyndetic  pattern, White builds the paragraph to a  climax  through  isocolon  and  chiasmus  as he looks to the future: In a week or two, all would be changed, all (or almost all) lost: the girl would wear makeup, the horse would wear gold, the ring would be painted, the bark would be clean for the feet of the horse, the girls feet would be clean for the slippers that shed wear. And finally, perhaps recalling his responsibility to preserve unexpected items of . . . enchantment, he cries out (ecphonesis  and  epizeuxis): All, all would be lost. In admiring the balance achieved by the rider (the positive pleasures of equilibrium under difficulties), the narrator is himself unbalanced by a painful vision of mutability. Briefly, at the opening of the sixth paragraph, he attempts a reunion with the crowd (As I watched with the others . . . ), but finds there neither comfort nor escape. He then makes an effort to redirect his vision, adopting the perspective of the young rider: Everything in the hideous old building seemed to take the shape of a circle, conforming to the course of the horse. The  parechesis  here is not just musical ornamentation (as he observes in  The Elements, Style has no such separate entity) but a sort of aural metaphorthe conforming sounds articulating his vision. Likewise, the  polysyndeton  of the next sentence creates the circle he describes: [Tlhen time itself began running in circles, and so the beginning was where the end was, and the two were the same, and one thing ran into the next and time went round and around and got nowhere. Whites sense of times circularity and his illusory identification with the girl are as intense and complete as the sensation of timelessness and the imagined transposition of father and son that he dramatizes in  Once More to the Lake.  Here, however, the experience is momentary, less whimsical, more fearful from the start. Though he has shared the girls perspective, in a dizzying instant almost become her, he still maintains a sharp  image  of her aging and changing. In particular, he imagines her in the center of the ring, on foot, wearing a conical hatthus echoing his descriptions in the first paragraph of the middle-aged woman (whom he presumes is the girls mother), caught in the treadmill of an afternoon. In this fashion, therefore, the essay itself becomes circular, with images recalled and moods recreated. With mixed tenderness and envy, White defines the girls illusion: [S]he believes she can go once  round  the ring, make one complete circuit, and at the end be exactly the same age as at the start. The  commoratio  in this sentence and the  asyndeton  in the next contribute to the gentle, almost reverential tone as the writer passes from protest to acceptance. Emotionally and rhetorically, he has mended a broken strap in mid-performance. The paragraph concludes on a whimsical no te, as time is  personified  and the writer rejoins the crowd: And then I slipped back into my trance, and time was circular againtime, pausing quietly with the rest of us, so as not to disturb the balance of a performerof a rider, of a writer. Softly the essay seems to be gliding to a close. Short,  simple sentences  mark the girls departure: her disappearance through the door apparently signaling the end of this enchantment. In the final paragraph, the writeradmitting that he has failed in his effort to describe what is indescribableconcludes his own performance. He apologizes, adopts a  mock-heroic  stance, and compares himself to an acrobat, who also must occasionally try a stunt that is too much for him. But he is not quite finished. In the long penultimate sentence, heightened by  anaphora  and  tricolon  and pairings, echoing with circus images and alight with metaphors, he makes a last gallant effort to describe the indescribable: Under the bright lights of the finished show, a performer need only reflect the electric candle power that is directed upon him; but in the dark and dirty old training rings and in the makeshift cages, whatever light is generated, whatever excitement, whatever beauty, must come from original sourcesfrom internal fires of professional hunger and delight, from the exuberance and gravity of youth. Likewise, as White has demonstrated throughout his essay, it is the romantic duty of the writer to find inspiration within so that he may create and not just copy. And what he creates must exist in the style of his performance as well as in the materials of his act. Writers do not merely reflect and interpret life, White once observed in an interview; they inform and shape life (Plimpton and Crowther 79). In other words (those of the final line of The Ring of Time), It is the difference between planetary light and the combustion of stars. (R. F. Nordquist, 1999) Sources Plimpton, George A., and Frank H. Crowther. The Art of the Essay: E. B. White.  The Paris Review. 48 (Fall 1969): 65-88.Strunk, William, and E. B. White.  The Elements of Style. 3rd ed. New York: Macmillan, 1979.White, E[lwyn] B[rooks]. The Ring of Time. 1956. Rpt.  The Essays of E. B. White. New York: Harper, 1979.

Business Strategy for Coca-Cola Company Research Paper

Business Strategy for Coca-Cola Company - Research Paper Example The Coca-Cola Company was created in Atlanta, Georgia in 1886. It engages in the manufacture, distribution, and marketing of nonalcoholic beverages and syrups. The Company is responsible for the production and distribution of 400 brands of beverages, which include light and diet beverages, juice drinks and juice, waters, coffees, teas, energy and soft drinks. Moreover, the company owns various canning and bottling subsidiaries in different regions worldwide. In addition, the organization sells finished products of beverages which bear its trademark in more than 200 nations worldwide. By 2006, the Coca-Cola Company operated via eight segments which include Africa, Pacific Rim, East, South Asia; Latin America; European Union; North America; the Middle East and Eurasia; corporate and bottling companies. The Coca-Cola Company activities straddle various sectors of the soft drink industry: in world’s trade in 2004, the company was leading in terms of value and volume in the carbona tes, vegetable or fruit juice, coffee and ready to drink sectors. In the Asian specialty and functional drinks, Coca-Cola Company was the second-best player in the world (The Coca-Cola Company, 2015).   The company produces syrups and concentrates which are sold to different bottling organizations for final, processes such as dilution and packaging.   The collaboration between the Coca-Cola Company and other bottling companies creates the most effective distribution and production system in the world.