Music falls Essay

This third activity was chosen because it provides the children with this means of communication, giving them the opportunity to express themselves freely. Doing this helps them progress emotionally and cognitively in all other areas of their learning. Music falls under Donaldson’s construct mode, under value-sensing. She argues that emotion and thought are frequently related closely to one another (Palmer, 2001).  Neill (1927) also favoured music within the curriculum, as he alleged that it had a therapeutic function, particularly with children with psychological problems. He also acknowledged that it gave the less academically challenged pupils something they may excel at. This activity, therefore, assists in increasing the child’s self esteem, giving them more confidence in other areas of the curriculum too. Differentiation  The possibilities for differentiation within this lesson are extensive. As it is a relatively free activity, the children can move as much, or as little as they like. Interaction from the practitioner could be by means of praising those who demonstrate effort and capability, or by encouraging the children to express themselves and by giving them the confidence to move as they wish. Those who do not attempt to join in could be partnered with others, to provide further encouragement and enjoyment. Evaluation  This activity provides the children with the freedom to move their bodies in ways which are normally considered inappropriate within the classroom. There is no specific way in which the children are required to move and so they have the opportunity to truly express themselves without the usual confines and barricades. Skinner (1971) believes that behaviour is not something a child is born with, it is shaped by consequences. The conditioning adopted by the setting determines the catalogue of behaviour the child has at his disposal (cited in Palmer 2001). Skinner recognised that children respond to positive re-inforcement. The practitioner in this activity praises the children, encouraging them to express themselves further. Bandura suggests that adults can gain children’s attention and highlight the behaviour patterns they want to encourage (David T et al, 2003). He suggests that the children will mimic the behaviour they see in others. In this activity, if the children see the practitioner praising one child as suggested by Skinner, their behaviour will be reinforced and this should encourage more of this behaviour. As the rest of the children bear witness to this development, Bandura suggests that they will reproduce this behaviour to gain recognition for themselves. This was apparent when watching the behaviour of the whole class. When one child became slightly over-excited and silly, others began to imitate him. The practitioner quickly took control of the situation by praising one of the children who was making slower, more gentle movements and the children responded swiftly by slowing their movements down too. Conclusion Each one of these activities proved to be successful. The children enjoyed them and were keen to stay on task throughout. The relevant areas and aspects of learning were adequately covered and the children gained a great deal from participating. From carrying out this research, it is apparent that it is necessary for practitioners to plan their scheme of work effectively in order to guarantee that the foundation stage curriculum is covered throughout the year. This work has examined the long, medium and short term plans and has explained why they are used. It has researched the emergence of the foundation stage curriculum and the ways it can be adapted and moulded to fit into many different types of early years settings. Using the three activities this work has established the theoretical underpinning of the curriculum and demonstrates the strategies which can be applied to differentiate the experiences effectively. Bibliography Books Bee, H. & Boyd, D. (2004) The Developing Child, Tenth Edition USA: Pearson Education, Inc.  Boushel, M., Fawcett, M. & Selwyn, J. (2000) Focus on Early Childhood: Principles and Realities Malden, Mass: Blackwell Science  Carnie, F (2003) Alternative Approaches to Education: A Guide for Parents and Teachers New York: Taylor and Francis

Cultural Artifact Essay †Blue Jeans Essay

Blue jeans in the last thirty years have attained such world wide popularity that they have come to be considered an American icon. However jeans have not always been held in high stead, but rather have had a troubled history including its beginnings within the working class movement, being considered unsavory by religious leaders and also seen as a rebellious statement about ‘western decadence’. According to the University of Toronto, no other garment has served as an example of status ambivalence and ambiguity than blue jeans in the history of fashion. Throughout this essay I will discuss how jeans have become such a common treasured and even expensive item crossing over class, gender, age, regional, and national lines as reflected by the many changing political views and acceptance from various social classes over the past 50 years. History of Blue Jeans According to the University of Toronto, blue jeans were originally created for the California coal miners in the mid-nineteenth century by the Morris Levi Strauss, a Bavarian immigrant who relocated to New York in 1847. Mr Strauss’ fate and the history of clothing changed forever when in 1872 he received an offer from Jacob Davis, a tailor from Reno Nevada. Mr. Davis, in order to improve the durability of the pants that he made for his clients, had been adding metal rivets to the highly stressed seams. The idea was successful and he wished to patent it, but due to financial constraints required a partner and hence Levi became the financial backer and partner. In 1873, the new partners received a patent for â€Å"an improvement in Fastening Pocket-Openings†, and thus the history of blue jeans as we know them began. Blue jeans were originally called â€Å"waist overalls† by Levi Strauss and Co and in the 1920’s these were the most widely used worker’s pants in America. The name of these trousers changed to â€Å"jeans† in the 1960’s when Levi Strauss and Co. recognized that this was what the product was being called by the young, hip teenage boys. The history of â€Å"waist overalls† continues as the history of blue jeans. â€Å"Jeans† is now generally understood to refer to pants made out of a specific type of fabric called â€Å"denim† (Fashion Encyclopedia). Blue Jeans through the decades The popularity of blue jeans spread among working people, such as farmers and the ranchers of the American West. According to the Encyclopedia of Fashion, in the 1930’s jeans became so popular among cowboys that Wrangler formed just to make denim work clothing for those who rode the range. Jeans have tended to follow along in popularity with popular culture as evident with the popular Western films which found adventure and romance in the adventures of the cowboys who rode horses, shot bad guys, and wore blue jeans. Those who wished to imitate the casual, rugged look of the cowboys they saw in films began to wear jeans as casual wear (Fashion Encyclopedia). This effect is not hard to understand, as even today fashion trends are greatly influenced by what highly publicized celebrities choose to wear. During World War II blue jeans became part of the official uniform of the Navy and Coast Guard, and became even more popular when worn as off-duty leisure clothing by many other soldiers. In his book, â€Å"Jeans: A Cultural History of an American Icon†, James Sullivan states that the rise of the popularity of jeans after the WWII can greatly be attributed to the influence of the film and music industry, during the 1950s many young people began to wear jeans when they saw them on rebellious young American film stars such as Marlon Brando and James Dean. By 1950, Levi’s began selling nationally and other brands started emerging, such as Lee Coopers and each with its own particular fit (Sullivan 287). According to the University of Toronto, in the 1960’s and 1970’s jeans were embraced by the nonconformist hippie youth movement, and the history of blue jeans even gets linked to the downfall of communism. Behind the iron curtain, jeans became a symbol of â€Å"western decadence† and individuality and as such were highly sought. Jeans had become extremely popular, but were still mainly worn by working people or the young. In the 1980’s through to the 1990’s jeans were no longer seen as rebellious or a source of individuality, but they were transformed as the term ‘designer jeans’ was discovered. Many designers such as Jordache and Calvin Klein came on board to create expensive jeans and some jeans even reached haute couture status (Fashion Encyclopedia). In the new millennium denim is seen on designer catwalks and there are now hundreds of styles, types and labels available and of various price ranges. Changing Popularity According to Peter Beagle in his book â€Å"American Denim: A New Folk Art†, the popularity of jeans can be attributed to the fact that jeans can be seen to embrace the American democratic values of independence, freedom and equality. Some Americans even consider jeans to be the national uniform. Blue jeans have evolved from a garment associated exclusively with hard work to one associated with leisure. What began as work clothes has transformed into one of the â€Å"hottest† items available on the consumer market today. What was once apparel associated with low culture has undergone a reversal in status. Blue jeans were the first to accomplish a rather revolutionary cultural achievement bringing upper class status to a lower class garment. Conclusion At one point or another throughout history, blue jeans have been the uniform of many groups and are considered the one garment of clothing that has remained hip for over a century and has survived everything from World War II to the eighties. For half a century blue jeans have helped define every youth movement, and every effort of older generations to deny the passing of youth. Fifty years ago America invented the concept of teenager, and it is probably no coincidence that the enduring character of blue jeans, claiming independence and the right to self-expression, can be traced to the same time. Jeans were once seen as clothing for minority groups such as workers, hippies or rebellious youth, but are now embraced by the dominant American culture as a whole. Works Cited â€Å"Material Culture†. Utoronto. ca. University of Toronto Department of History, University of Toronto, n. d. Web â€Å"European Culture 19th Century – Blue Jeans†. Fashionencyclopedia. com. Fashion Encyclopedia, Advameg, June 2010. Web. â€Å"Modern World 1980 – 2003, Designer Jeans†. Fashionencyclopedia. com. Fashion Encyclopedia, Advameg, June 2010. Web. Sullivan, James. Jeans: A Cultural History of an American Icon. New York: Penguin, 2007. Print. George, Diana and Trimbur, John. Reading Culture: Contexts for critical reading and writing. New York: Longman, 2007. Print. Beagle, Peter. American Denim: A New Folk Art. New York: Harry N. Abrams, 1975. Print.

The impact of globalization on corporate governance Assignment

The impact of globalization on corporate governance - Assignment Example So corporate governance has now emerged as global responsibility. The effect of global approach to regulate corporate governance is debatable. Criticisms are there that such regulations carry no meanings as big corporate houses have the power to manipulate even the international policies owing to their size and their influence in markets. In recent times agencies such as Organization for Economic Corporation and Development (OECD) and Indian Labor Organization (ILO) have prepared a set of guidelines so as to regulate corporate governance. The activities and behavior of business houses are checked upon mainly on issues like environmental protection, human rights, safety and corruption. In developing countries through effective corporate governance corporations can contribute largely in labor and environmental conditions of the country. Considering all these facts one can rate global approach to regulation highly important for corporate governance and the paper intends to addresses thi s issue through a series of case studies and analysis. Corporate governance helps companies and economies to bring in new investors and strengthen the foundation. It also makes a firm more competitive by improving its economic performance. Elimination of corruption and financial scandals is considered as the major objective of corporate governance.It has been widely accepted that a written code of conduct helps in improving corporate governance. United Kingdom has adopted such principles for governance in 2003 and has obtained amazing outcomes in 2005. These global rules include ability of mobilizing and monitoring of productive resources and their effective allocation. (Isaksson, 1999). Separate committees should be set up for nomination, compensation and auditing. Transparency of the annual reports and accounting matters is now compulsory as per guidelines. This are now regulated through actuarial information in UK (Regulatory Strategy: Our role and Approach, 2009). The board of directors’ decision making should only be in favor of fulfilling company’s interests. The conduct of the directors is very crucial and their decisions matter a lot, especially in turnaround situations. The investors also bear similar responsibilities more in the area of risk management and when voting for vital issues. There is a need for the companies to realize their social and environmental responsibilities (Bowes, 1999). The importance of this global approach for proper conduct is to such an extent that corporate social responsibility has taken the name of globalization of business and economies. National economies have become enormously inter dependant in the areas of trade and finance. In some cases there has also been integration of macroeconomic policies (Guillen, 1999).In Asian countries before such global approach there have reports against the companies for unfavorable working conditions and employment of child labor. For developing countries overlapping public and private sector have prevented good corporate gove rnance in the past (Kostyuk, Braendle & Apreda, 2007) Global agencies have worked quite hard in regulating

Quality management and frameworks Essay Example | Topics and Well Written Essays - 2500 words

Quality management and frameworks - Essay Example Ensuring a clean environment is critical to sustainable economic growth in Abu Dhabi. The Environment Agency has historically worked with a range of government agencies to define and develop regulation and standards, as well as to enforce them. Abu Dhabi Food Control Authority (ADFCA) is on of the key Abu Dhabi and federal entities concerned with health and safety (Umashev & Willett 2008). Introduction Abu Dhabi Food Control Authority (ADFCA) was established in year 2005, as an independent food regulatory agency for the Emirate of Abu Dhabi, with full financial and administrative capacity, administered by an independent Board of Directors. The establishment of the Food Control Authority reflects the Abu Dhabi Government's commitment to protecting the consumer by ensuring the safety and wholesomeness of food served to the public throughout the food chain. The Authority embodies the Abu Dhabi Government's commitment to protecting its consumers, particularly by ensuring the safety and q uality of food served throughout the public. It enforces policies and standards and conducts research and awareness campaigns to maintain a sustainable agriculture and food sector that delivers safe food to the public, protects the health of animals and plants, and adheres to sound environmental practices. The vision of the ADFCA is â€Å"An internationally recognized food and agriculture organization that contributes to the well-being of the community† (ADFCA). Its mission is â€Å"to develop a sustainable agriculture and food sector that ensures the delivery of safe food to the public and protects the health of animals and plants while promoting sound environmental practices through cohesive and effective policies and regulations, quality standards, research and education† (ADFCA). GIS profile GIS and mapping capacities at ADFCA are currently in the exploratory and planning stage phase, and there is interest in utilizing mapping applications to augment their current business processes. Once fully developed, GIS would enable ADFCA to map and understand the location and spatial distribution of food facilities, plan and conduct inspection operations (aided by PDAs and hand-held computers), respond to health alerts, identify suitable locations for new food facilities, and monitor food transport vehicle movements (Geuser, Mooraj, & Oyon, 2009). ASDI involvement ADFCA became a member entity in the SDI community in September 2009. IT & Field Operations is cooperating closely with the ADSIC team in accessing and using ADFCA’s database to map the food establishments with building Geocode and creating a linkage to the Abu Dhabi Spatial Data Infrastructure (AD-SDI) initiative. Some of the activities that ADFCA has participated in include: Pilot Project, With the help of ADSIC team, a pilot area and a food inspector was identified, with a view to mapping the food establishment (Groceries & Supermarkets) of that area with the building Geocodes (made available by ADSIC); and Food Establishment Data, which were mapped with result of pilot project, with their respective information viz. Trade License Details, Activities, Risk Level, Contact Information, Owner Information, ADFCA Inspection Actions (Warnings & Violations) issued in the last one year (Geuser, Mooraj, & Oyon 2009). Participation of ADFCA in SIAL China The Abu Dhabi Food Control Authority announced its participation in SIAL China 2012, which

The sandwich generation Research Paper Example | Topics and Well Written Essays - 1000 words

The sandwich generation - Research Paper Example This research paper aims to state the social, psychological and economic problems that the sandwich generation usually faces during this phase of life, and how their actions can affect the rest of the two generations. In order to state the best and the most accurate conclusion, a few examples of actual sandwich generation couples are included as well. The Sandwich Generation Sandwich Generation (Zal, 2001) is the generation stuck between two generations who are supposed to take care and give support to the younger generation (their children) and the older generation (their parents) at the same time. It is likely to suffer from a number of various psychological, social and economic problems are they do their job of prioritizing one of the generations over the other on different instances. The American Census of 2002 calculated that around 80-90 percent households in America provided assistance to aging parents, young children, disabled adult children and other relatives. The sandwich generations at most of the instances provided spiritual, emotional, physical, legal and spiritual support to the dependent generations. The role of the sandwich generations in these families is very demanding, stressful and mentally straining, as they are most likely to suffer from financial and emotional insecurities (Roots, 1998). According to Carol Abaya (Funnel et al, 2008), there are three different kinds of sandwich generations in various families in general. First kind of the sandwich generation, known as the Traditional Sandwich Generation, takes care of their aging parents and young children at the same time. The second kind, known as the Club Sandwich Generation (Funnel et al, 2008), is of two kinds; one takes care of their aging parents, adult children and grandchildren, this group is likely to be in their 50s or 60s, the second group is likely to be of people in their ‘30s or 40s, providing support for their young children, aging parents and grandparents’ (F unnel et al, 2008). In addition, the third kind is the one known as, Open Faced, this group, as describes by Abaya, consists of anyone else who takes part in care of elderly (Funnel et al, 2008). Younger Generation and the Sandwich Generation In a household, the younger generation is likely to be the most psychologically vulnerable to any sort of economic and social variables. As the children are likely to be in the initial socializing phase of their lives, whatever they experience is likely to create strong ideas and perceptions for them in return. Therefore, while being in this phase of life, effective communication and proper socialization is essential to ensure that the children are learning the best values and ideas, which they are likely to internalize for a lifetime. Nevertheless, in a multi-generational family, where the time and resources have to be divided amongst two different generations, the younger generations are likely to receive less than what they actually deserve. According to the research carried out by Sharon Hamill in 1994, on multi-generational families and their impacts on children, the results stated that the children in such families are likely to suffer from problems relating to ineffective communication and incomplete socialization. This caused the children to suffer from psychological problems and most of them ended up taking part in deviant and immoral activities like; being disrespectful to their parents, taking drugs, and participating in petty crimes like

Social Learning Theory Research Project Essay Example | Topics and Well Written Essays - 5250 words

Social Learning Theory Research Project - Essay Example The perception of the benefits of the mentoring experience is not a purely quantitative measure, because it measures emotion and feelings , therefore verbal measures are likely to provide the best results. Data Collection: The data collection method I propose to use is a Likert style AIM questionnaire which will have several variables measuring verbal responses in numerical values in the range of 1 to 3, each response signifying a particular level of response. I propose to get these survey questionnaires completed by the students after they have been exposed to the demonstration on the art project. The numerical values collected can then be subjected to statistical analysis to determine results. Threats to validity that are inherent in my design are history, testing, selection and experimenter bias. I propose to address these by matching subjects so that maximum homogeneity is introduced, using random sampling to address selection validity, using control and experimental groups and undertaking of this study on a blind bind basis, without prejudice or bias about the results. I will also perform regression analyses on the results obtained in order to eliminate outliner

United States of America, Appellee v. Russell Hoffmann, Appellant Case Study

United States of America, Appellee v. Russell Hoffmann, Appellant - Case Study Example  § 201(c) (1) (A). Hoffman, however, argues that he gave Schwening a gift as a friend and not for official reasons. Issue: The court of appeal was to determine whether Russell D. Hoffmann (Appellant) contravened 18 U.S.C.  § 201(c) (1) (A) by giving a gratuity to Schwening, as earlier affirmed by a state court. Russell D. Hoffmann argued otherwise. 18 U.S. Code  § 201 Applies to bribery of public officials and witnesses. 18 U.S.C.  § 201(c)(1)(A) defines the term â€Å"official act† as any action or decision regarding any question or cause that, at any time according to the law, may be presented to a public official in an official capacity in the official’s trust (LII, 2015). In determining the law, the government must ascertain the relationship between a thing of valued presented to a public official and the specific â€Å"public act† for or the reason to which it was offered. Reason: Based on the evidence presented by USA, it was sufficient that both parties were on official duty as stipulated under 18 U.S.C.  § 201(c) (1) (A). This is illegal as it creates a conflict of interest between the two

CIS375 Human Computer questions 1-3 Assignment Example | Topics and Well Written Essays - 250 words

CIS375 Human Computer questions 1-3 - Assignment Example Why would you produce an expensive device when there’s a cheaper one which can do the job with more efficiency? B. Using small touch screen devices is easier than lager devices due to their portability. It’s easier to move them from place to place rather than larger devices that you have to move to where the device is to use it. Large devices also provide a larger and bigger display surface hence its more accurate to operate on individual spots on the screen while touching. A. Functionality- As the price of devices reduce due to increasing technology level, most people consider the functionality of a device very useful. Some basic and important functionalities include internet provision(fast internet from 3G and beyond), Wi-Fi support, Camera, Music, Video playing etc. These are very common uses among people and anyone who needs them will highly consider the device they purchase. Ease of use-Touch screen devices have proved to be efficient especially when scrolling on screens. Unlike button based devices where one has to scroll through several icons to get to the target, touch screens allows direct selection so long as the icon is appearing on the display area. B. Using the bottom stove is easier than using the top stove. The problem with the top stove is that it is difficult to tell which control goes with which burner.  The solution is to arrange the controls in the same configuration as the burners. It is quite easy to tell which burner goes with which control. A. The three interfaces provide a form of interaction involving manipulating of objects presented as icons on the display. The interface of the 1987 Mac is too plain and offers very little aesthetic value to the user. Compared to the 2005 Mac Os X and the 2010 Ipad, the two offer better interface as the user can easily tell the meaning of an icon without even reading its label. For example on the ipad interface, the user can easily identify a calendar icon and a music player

Marketing Planning Coursework Example | Topics and Well Written Essays - 1500 words

Marketing Planning - Coursework Example Intense competition amongst big three firms in global wind market with global market share differential of only 0.7% between Siemens and its close competitor- Vestas (Zawadzki, 2015). One of the fundamental issues facing Siemens Wind Energy is the inability to set foot in the Chinese market which happens to be one of the fastest growing markets for wind energy. This is owing to stiff competition from rivals such as Ming Yang , Goldwind and United Power which continue to dominate top positions in their home country (Gosensa & Lu, 2014) . Previously, European solar power manufacturers have been virtually eliminated by cheaper Chinese competititors. In conjunction to this is the threat of overinvestment which has left many, including the Danish Vestas, on the verge of bankruptcy (Lund, 2014). Another major issue confronting Siemens is the cost of electricity generation from offshore turbines which, at 14 euro cents a kilowatt-hour, is still higher than the cost of fossil-fuel electricit y generation in Europe (The Economist, 2014). Unless binding targets of renewable energy consumption are set by EU towards its member states, Siemens may expect falling demand for offshore wind turbines in European countries. This is reflected in the fact that the Europe and Middle East market, which is currently the largest global market for wind energy, is expected to contract to 34% down from 40% by 2030 (Reuters, 2013). Next, the company is facing the brunt of vague political efforts and direction in the field of renewable energy. Planned projects have consequently been delayed as main offshore wind markets such as Germany suffer from policy restructuring, thereby reducing the targeted capacity for offshore wind energy (Schaps, 2014). Finally, a major issue lies in the faulty manufacturing process of bearings used in wind turbines from a particular supplier

Consumer Behaviour in the Gangster Subculture Essay

Consumer Behaviour in the Gangster Subculture - Essay Example However, in the internal contexts, diversity is a tool that enables organizations to learn more about the tastes and preferences of different cultures. The main objective of this paper, therefore, is to stress the impact of cultures and subcultures in determining the management strategies employed by organizations. Given that the topic of cultural diversity issues a wide array of consumption behaviours, this paper will delve into the gangster sub cultural consumption behaviours, looking at how the cultural and sub cultural factors contribute to this consumption trend. Besides, the paper will give a detailed analysis of the characteristics exhibited by consumers belonging to this segment, hence giving a guide on how to tailor production and management processes of an organization to suit the expectations of these consumers. Indeed, this paper issues designers and innovators an insight on how to assess the viability and potentiality of their projects and ideas, putting into perspective the need for organizations to widen their market share by attracting and retaining more customers. Culture represents the external part that influences the consumer tendencies or behaviours. In this case, cultures are a representation of the effect of other individuals on a personal consumer choice. Culture is an independent set of factors that are shaped based on the beliefs and knowledge of the society. Despite this, other factors constituting culture are irrelevant in other societies, as they do not reflect the beliefs or knowledge of that society. In understanding the lives of the people within a culture, subcultures play a pivotal role. Therefore, subcultures are a representation of minor groups within a culture (Solomon et al., 2014). Numerous beliefs and knowledge sum up to form a culture. In many cases, subcultures are linked to the youth, as they have various beliefs that aid in the formation of many sub-groups.

Huckleberry Finn and The Catcher in the Rye essay Essay Example for Free

Huckleberry Finn and The Catcher in the Rye essay Essay The novels ‘The Adventure of Huckleberry Finn’ and ‘The Catcher in the Rye’ are both set in times where the expectations of society differed from the ones of today. Huckleberry Finn is set in the late 1800s, pre USA civil war and in a time where slavery was an accepted occurrence and the escape of a slave was seen as legally and morally wrong. This was also a time in which church attendance and education were seen as tokens of respectability. A young boy, the eponymous character, Huck, seeks to reject all that he regards as oppressive and cruel in order to establish an alternative life as a wanderer, far from adult control. The Catcher in the Rye’, on the other hand, was set in the late 1940s, a time when teenagers were just beginning to gain their own lives and being allowed more freedom than ever before. The picaresque novel gives the reader an insight into middleclass life in New York in the 50s and how one boy felt trapped by the expectations of his parents and school. His period of comparative freedom leads to unexpected consequences as he falls victim to depression and eventual supervision in an institution, putting paid forever to his dreams of freedom. Both novels present the themes of freedom and escape and the selected extracts portray incidents in the characters’ lives which focus on this theme. In both of the extracts, the characters are pretending to be someone else, Huckleberry Finn a young girl and Holden Caulfield taking a false identity. The reader may infer from this that by assuming a different and fake identity, the two boys can escape from their own lives; ones that are full of problems and worries. Escaping their lives allows them both to live a little more freely, even if just for a little while. However, Huckleberry Finn and Holden take on their new identities for different reasons. For instance, Huckleberry Finn assumes the alternative identity in order to travel across town without being recognised by anybody, as he was supposed to have died not long before. Another reason he had to pretend to be a girl is to protect his and Jim’s safety. Holden on the other hand, assumes the alternative identity in order to befriend people he meets on his journey without the people realising that he should still be at school. Various audiences of the two novels would interpret and receive the occurrences in the extracts very differently. For example, the audience of Huckleberry Finn would be shocked at Huck escaping, living with a slave and then dressing as a girl. This is because the changes in society since Huckleberry Finn was written are significant. In the late 1800s, young boys were to be well educated and then sent off to be a successful businessman, not to escape and run amok. Slaves were also seen as inferior and a possession and anybody helping them was breaking the law. Another thing that the different audiences would feel differently about is the fact that Jim gets called a ‘nigger’ quite often. An audience of the 1880s would accept that as normal as they were used to hearing it, whereas an audience of the 2000s would be shocked by this, as the word nigger has a very malicious meaning nowadays and is considered a racist insult due to the equality rights now instilled in the majority of society, due to the word undergoing perjoration. The audience of Catcher in the Rye would probably not be surprised at the behaviour that Holden employs, as teenagers in the late 1940s were gaining a new sense of freedom and the dangers of letting your children out into the world unsupervised had not yet been considered. They also would accept that he might befriend any stranger that he comes across. However in the 40s there still existed traditional views about respect for authority although they were gradually evaded. His parents however do not approve of him staying in the hotel by himself. In the 2000s however, we would frown upon a young teenager travelling around alone, talking to strangers and booking a hotel room in a large city. The maturity of the two different characters is also very different. Although Holden wants and tries to be mature, the reader very quickly sees that he is in actual fact very childish and naive. This could be so that he can escape the realities of adult life, and stay in his idealistic child’s world forever. Despite this, he does attempt to seem more of an adult by using more taboo language and more complicated language around people who he would like to impress, like the females in the Lavender Room. For example, he says; ‘I’m twelve, for Chrissake. I’m big for my age. ’ Although the word Chrissake, which is the words ‘Christ’s sake’ after undergoing elision and with Holden’s idiolect, is not considered taboo now, it was still frowned upon in the 1940s, as some sectors of society were still highly religious. Another taboo word he used a lot is ‘Goddamn’. Again this word, which is the words ‘God damn’ that have also undergone elision and are with Holden’s idiolect, is no longer considered taboo or offensive, due to the change in society over time. This language choice illustrates Holden’s immaturity as it shows that he believes that using taboo words and more complicated language will make him look more grown up, when in actual fact it simply makes him seem barbaric and pretentious. Huck, on the other hand seems quite comfortable with his maturity level, which is one that seems to fluctuate. For instance, he seems to treat the whole journey in the novel as an adventure, one that fuels his child-like imagination; as is shown when Huck plays a prank on Jim. He says; ‘I went to the cavern to get some, and found a rattlesnake in there. I killed him, and curled him up at the foot of Jim’s blanket, ever so natural, thinking there’d be some fun when Jim found him there’. This illustrates his immature side as children are more likely to play pranks and find them amusing. Another way that Twain shows Huck’s immaturity and failed education is through his speech, as Twain uses elision in depicting Huck’s speech and gives him a very strong idiolect and dialect. One instance of this is; ‘Who done it? we’ve heard considerable about these goings on, down in Hookerville, but we don’t know who t’was that killed Huck Finn. Huck uses the word ‘t’was’ instead of saying ‘it was’. Using elision as strong as this also shows us how badly educated Huck is, despite the attempts of Widow Douglas to correct this. However, you do get to see the more mature side of Huck. One example of this is when he makes plans for his escape from his father. He makes a list of the things he needs and even fakes his own death so that he can never be found. This shows his maturity because he has the initiative to put the plans into place and fool the people he is escaping from. Another example would be when he treats and considers Jim to be his friend, as it is obvious that he has to ignore society and make his own decision to befriend someone who could potentially get him into trouble with the law. Also, he has to overcome a moral dilemma when deciding whether to escape with Jim, or hand him over to Widow Douglas, to whom Jim rightfully belongs. The fact that Jim is a possession of someone else would shock modern audiences as they are not used to this due to the change in society. This particularly shows his maturity because he was making a decision about somebody else’s life as well, as Jim would have been sold on if returned to Widow Douglas, therefore thwarting his plan to find his family. The decision that Huck had to make had consequences beyond his control and Huck was fully and completely aware of this whilst making the choice. The central characters in the two novels respond to the theme of escape in different but not quite contrasting ways. For Huckleberry Finn, the journey he goes on allows him to grow up and realise what he wants for himself in the future. Huck’s resolution to embrace traditional societal values by resuming his studies shows he has come to a positive decision about his future. On the other hand, for Holden the journey is a reality check, as it shows him that he is not ready for the outside and adult world because he hadn’t even got the simple child’s world right. He saw life as a game, and was stubbornly naive. His loss of autonomy at the end of the novel shows loss of dreams of freedom and little hope of escape from the downward spiral he has found himself in along the way.

Relationship Between the Heritage Site and the Community

Relationship Between the Heritage Site and the Community This essay critically discusses the relationship between heritage and community, collecting and making reference to a wide range of writing and theorizing on heritage and its management. As Lowenthal (1995) argues in his book The Past is a Foreign Country, the past is an ever-changing phenomenon, which is not constant due to the way in which the past is translated to us and how we, as individuals, intepret our past, with each individual having a different version, a different interpretation, of a common past. ‘The past’ is a heritage, which, argues Lowenthal (1995) is at once burdensome and nurturing, open as it is to various interpretations and various uses. The past is essential, and inescapable, and can be as innocent as one’s memories as captured in photographs or can be manipulated as witnessed by the Holcaust deniers. It is this changing nature of ‘the past’, or ‘heritage’ that simultaneously sustains and constrains us (Lowenthal, 1995). The past is, argues Lowenthal (1995), an increasingly more foreign country, that is distinct from the present but which is increasingly manipulated by present-day aims. It is necess ary to preserve the past to avoid ‘cultural amnesia’ but a cult of nostalgia can also choke and dampen progress, and so dealing with ‘heritage’ is a delicate matter. ‘Heritage’ and its management, in terms of community, is therefore a complex matter that generates tensions and conflicts. Chitty and Baker (1999) look at how historic sites and buildings are managed and show that preservation and presentation are central activities in the historic environment but that, often, these activities can be antagonistic to each other. This antagonism arises because of the different economic, social, cultural and educational perspectives taken by the different bodies involved in preserving and presenting historic sites and buildings. For example, those in charge of public entry to the historic site or building are interested that the site or building be open for as long as possible to as many people as possible, so that the revenue is as high as possible. Those involved in preservation of the historic site or building, for example, are interested not in the entry of visitors to the site, as a primary concern, but rather that they have the space, temporal and physical, to perform the necessary conservation duties to preserve the site or building for future generations, in a sympa thetic manner. Several case studies are discussed in Chitty and Baker (1999) including Avebury, Hadrian’s Wall, Norton Friary, Brodsworth Hall and various sites of interest for industrial heritage and in terms of military heritage, many of which are promoted as sites of heritage tourism (Timothy and Boyd, 2003). As Baker states in the introduction to Chitty and Baker (1999), sympathetic reconstruction and conservation is fundamental for preserving the authenticity of historic sites and buildings. As her argues, Avebury as it is currently encountered is largely a 1930’s reconstruction and not how Avebury was constructed originally. It is perhaps the case that many visitors do not realize that the current structure is not how it would have appeared when originally built, but many of those same visitors still take a great deal away from their visits to Avebury. This presents a dilemma for the managers of the site, the National Trust, who have to decide whether to preserve the Avebury as it is, complete with 1930’s modifications, or whether to change the site back to how historical records show it was when originally constructed. This dilemma illustrates the dilemma facing all managers of historic sites and buildings: the management of these sites is dependent on visitor numbers, as ‘heritage’ is a business nowadays, which is as dependent on revenue as any other business. Preservation of historic sites and buildings therefore needs to take place within the confines of dealing with visitors who want to be able to freely move about a site or building that they have paid to enter, for example. As Baker argues in Chitty and Baker (1999), the meaning and historical perspectives of buildings and sites can also be lost or mistranslated in the effort to maintain these sites and buildings within the context of generating revenue: the holistic view of the historic remains can be lost as individual stories and narratives are generated. For example, across Derbyshire, there are many historic sites from many different ages. In a few square miles, there is Bolsover Castle, Langwith Pit, with the last remaining working pit head in the area, Sutton Mill, which is a fully working water mill, Hardwick Hall, of Bess of Hardwick fame with the largest glass faà §ade in the UK: all of these sites ‘compete’ for revenue from visitors, but, as a whole, do not explain the continuity of, or the development of, the history of the area. In the effort to collect revenue from visitors, the history of the area as a whole has been lost to the general public, it’s holistic history h as been waylaid. Local history is not taught in schools in the area and so children grow up in the area often unable to afford to enter the historic sites, or with parents who do not encourage visits to the historic sites, and so never learn about their local history. They become dis-jointed from their local history. Heritage and community thus has no meaning for these individuals, and, as a whole, the community tends to come to view the historic sites not as their heritage but rather as visitor attractions that they cannot afford to visit and do not understand, as they have no connection to the sites or buildings, other than knowing that they are commercial activities and that ‘something’ happened there. This is a very modern tragedy, that heritage and community have become disjointed, that even when people do visit sites and buildings of historic interest that their experience is an isolated one, not ‘joined up’ to other historical sites of interest and thus not giving a holistic viewpoint of local history, or how this local history connects to larger UK history, for example. Preservation of historic sites and buildings is more than simply conserving those sites for the future, it also comes to include the preservation of the memories and history of those sites, a goal of communication. Presentation therefore overlaps with preservation, in terms of communicating to the visitors. Grenville (1999) looks at the rapid changes that are taking place in countryside management and their effect on the cultural landscape, in terms of the conflict that this process generates between archaeologists and ecologists, and looks at many case studies such as the management of archaeological landscapes on army training grounds, the management of ancient woodlands and the conservation of monuments in Norfolk. As Grenville (1999) states in the introduction, the identification of natural areas of significance by bodies such as English Nature separates out the significance of these areas from the possibilities of whole landscape evaluation, in a manner similar to that described by Baker in Chitty and Baker (1999): the holistic understanding of the whole landscape is lost, and whilst ‘Site Wildlife Statements’ are made about these areas of significance, managers of these sites are presented with problems when the views and needs of archaeologists, ecologists and visito r satisfaction all need to be considered. An example of this comes from Thornton Abbey in Lincolnshire: badgers were slowly destroying the archaeological remains at the site and the public and the resident ecologists were adamant that the badgers should be allowed to go about their business; the manager of the site eventually decided the badgers should be moved on, but the event caused a great deal of consternation amongst the archaeological community (Grenville, 1999). Howard (2003) looks at heritage management, its interpretation and identity, and finds that heritage has become a major concern around the world, particularly in the UK which relies heavily on tourism to heritage sites to keep these sites open and functioning, now that the majority of heritage sites in the UK are under the control of bodies which run them as a revenue-generating exercise. Howard (2003) points out, similarly to Chitty and Baker (1999) and Grenville (1999) that because most heritage sites are now run as a revenue-generators, there is conflict between preservation, conservation and management as to how these sites should be run, managed and interpreted. As Howard (2003) argues, however, the term ‘heritage’ nowadays means anything and everything the public want to save, from historic buildings to morris dancing to material culture and nature. As Howard (2003) argues, therefore, due to the heterogeneous nature of the ‘heritage’ that people want t o save, the management and interpretation of this ‘heritage’ is extremely complicated and needs many different approaches, especially as ‘heritage’ can take on a nationalistic component which has entirely negative repercussions, for as Howard (2003) states, â€Å"so long as heritage can be used for profit, or to produce group identity, or to subjugate or exclude someone else, then someone is going to use it†. Heritage, according to Howard (2003) is related to the concept of inheritance, in terms of meaning ‘that which has been, or may be, inherited’, and is also related to the idea of something that should not be forgotten, for example, the Holocaust heritage. Heritage also defines identity so that heritage has a contingent nature. That there are so many definitions of heritage, and that historic buildings and sites are bracketed together and understood in terms of ‘heritage’ is perhaps what leads to some of the tensions apparent between workers of different disciplines, when approaching a historical site or building. Everyone feels they have a claim on the site or building, in terms of common heritage, and they feel a responsibility to defend their heritage from the viewpoint of their different disciplines (i.e., ecologist/archaeologist/manager). This obviously then leads to tension as their viewpoints, whilst stemming from the same common concern, differ widely and have different effects and needs. ‘Heritage’, whilst a term that can be used to easily describe something that should be preserved, is a term that complicates the practical preservation of that site or building, especially as heritage marketing is something that is being used for consumer-led revenue-generation (Howard, 2003). Managing ‘heritage’ ‘for the community’ are the phrases of the moment, with the label ‘heritage’ being given to many things from historic sites and buildings to dances and religious/political ceremonies. Heritage is thus a flexible, little understood, term, that is, in Lowenthal’s (1995) sense, open to many and varied interpretations. In this context, then, managing heritage for the community is a difficult matter, which causes many tensions, between the various people responsible for managing ‘heritage’ and between these people and the community in which the ‘heritage’ is situated. Heritage and community are thus fuelled with tension and conflicts and the usefulness of the term ‘heritage’ as a political descriptor of our collective history, packaged in to revenue-generating pieces, is called in to question. References Howard P (2003) Heritage Management, Interpretation and Identity, London: Continuum. Lowenthal D (1995) The Past is a Foreign Country, Cambridge: University Press. Timothy DJ Boyd S W (2003) Heritage Tourism, Harlow: Prentice Hall. Grenville J (1999) Managing the Historic Rural Landscape, London: Routledge. Chitty G Baker D (1999) Managing Historic Sites Buildings, London: Routledge.

Vocabulary Learning Through Computer Assisted Language English Language Essay

Vocabulary Learning Through Computer Assisted Language English Language Essay Abstract The importance of learning English as an international language requires the acquisition of vocabulary as the basic and necessary skill. By the improvement of technology, and computer in particular, many researches are done to show the influence of technology on vocabulary learning. This literary review is done to show the importance as well. Introduction Michael Levy defined Computer-assisted Language Learning (CALL) in his book as the search for and study of applications of the computer in language teaching and learning (p.1). It is recognizable in the academic literature for about the last thirty years. CALL has been made possible by invention and development of the computer. They developed from large mainframe computers to smaller, faster, and easier ones. For all those who whish to create new CALL materials, points of departure range dramatically from top-down approaches centered perhaps upon a theory of language or language learning, or a curriculum specification, while others might develop CALL materials from the bottom up, perhaps by using the computer to address a particular classroom problem. Other points of departure might include a learning strategy , a macroskill, computer conferencing, or an exploration of aspects of the technology itself. There are practical issues to considerfor example, the selection of the hardware a nd software development tools for the project, Hypercard, Authorware, Toolbook, CALIS, C, and Visual Basic, or a mark-up language to enable publishing on the World Wide Web such as Hypertext or Virtual Reality Mark-up Languages (HTML and VRML), are just a handful of many options now available. (Michael Levy, Oxford Linguistic Computer-Assisted Language Learning Context and Conceptualization, p.3) an interdisciplinary perspective on CALL shows it to be a relatively new field of study that has been subject to the influence of a number of other discipline. In addition to the fields of computing and language teaching and learning, real and potential influences in the development of CALL included aspects of psychology, artificial intelligence, computational linguistics, instructional design, and human-computer interaction. Many of these disciplines are relatively new in themselves, having developed significantly since World War II. They each have their own perspective and frame of reference, they often overlap and interrelate, and the extent to which any one discipline should influence the development of CALL has not been determined. At various times, CALL workers have called upon each of these fields to guide their own work in some way. (the same, p.7) Development of CALL Jing-hua suggested in his paper presented It is commonly known that the development of CALL mainly experiences three phases, namely, behavioristic CALL, communicative CALL, and integrative CALL. Each phrase is marked by distinct language teaching theories. For example, Behaviousristic CALL is based on the dominant behaviorist theories of learning and teaching of that time, which emphasizes the formation of speaking habit, thus, courseware mainly focuses on practice and drill of language patterns. After behaviorism lost its dominance, cognitive psychology began to gain popularity. Communicative CALL rejects the notion of habit-formation and focuses more on creative language use. So software at that time stressed the importance of communication and creative use of language instead of manipulation of language forms. Under the influence of constructivism, integrative CALL began to gain prominence. Constructivism focuses more on the connection between old knowledge and new knowledge and l earners are taken as active participators who can engage in creative thinking rather than follow ready made knowledge. The development of internet provides learners with enormous amount of authentic materials and also a platform where they can have a real conversation with peers, teachers or native speakers. The integration of the four skills becomes possible and learners individual needs are satisfied to some extent. Studies on computer assisted vocabulary learning have touched upon different aspects of vocabulary learning, among which a line of research is to examine the effects of electronic or online dictionary use or the effects of look-up behavior or the click behavior on word retention (p.60,61). What Does Vocabulary Mean? Vocabulary .. is an essential means of interchanging ideas and of acquiring new experiences Mans growth in ideas has always been accompanied by a corresponding expansion of his vocabulary. (Gray 1939, p.1). When a pupil reads and learns the meaning of familiar words by context, there is reason to believe that the knowledge will be genuine and important. (Thorndike 1934, p.11). The commonest way and perhaps the best way to promote growth of content in words is to allow the child to infer the meaning from context (Chambers 1904, p.50). Vocabulary Acquisition and L2/FL Reading Comprehension Reading is an active skill that involves the reader, the text, and the interaction between the two. Reading in a L2 or FL is a dynamic and interactive process, during which learners make use of a variety of skills and strategies, combined with background knowledge, L1-related knowledge and real-world knowledge to arrive at an understanding of written material (Aebersold and Field, 1997: ix). Constantinescu (2007) suggests that several researchers have argued that vocabulary plays a major part in reading proficiency Aside from knowing how to use the appropriate reading strategies, Grabe (1991, as cited in Butler-Pascoe and Wiburg, 2003: 124) argues that fluent L2/FL readers need to know about 2,000 to 7,000 words and sometimes even more if they want to reach native-like fluency. Similarly, Groot (2000: 62) argues that an adequate understanding of academic texts requires a vocabulary of at least 7,000 words. Generally, L2/FL readers need to recognize approximately 95 per cent of the words in a given text in order to comprehend its meaning and they need to know the different meanings of words according to context, as well as words grammatical properties. What are Language Learning Strategies? Seglar (2001) remarked, Language Learning Strategies could be any set of operations, steps, plans, routines used by the learner which affect this process (p,26). There are two ways for the second language vocabulary acquisition. S. Prell suggested in his articles wo ways for the second language vocabulary acquisition (p.2): The first method, the experimental method, is CAVOCA. The second method is a more familiar approach to the students, called the bilingual word list. Prell remarked, The first method is the bilingual word list presentation. The second is the Computer Assisted Vocabulary Acquisition (CAVOCA) program.The CAVOCA method attempts to replicate the way the first language is acquired, which is through an incremental process that gradually develops with repeated exposure and constant interaction between the various stages (Groot, 2000, p. 64). The program has four sections, which include storing the word in memory; using the word in several sentences to learn the spelling and meaning; giving examples for long-term memory; and a self-assessment. The second method is a more familiar approach to the students, called the bilingual word list. This method takes less time and produces favorable short-term results (Prell). Prell conducted some experiments and found that both of them wre valuable, yet through some experiments it was proved that they were different from each other: In the first two experiments, the bilingual word list yielded substantially higher results with the immediate tests given than the CAVOCA program. However, in testing the students two to three weeks later, the CAVOCA method produced better results for the retention of the vocabulary. In the third and fourth experiments, the bilingual word list did not show significant differences in the immediate tests from the first two experiments. However, the CAVOCA method showed higher rates of retention for the tests given two to three weeks after the initial test. Information Processing Iheanacho (1997) remarked in his research suggests that cognitive theorists assume that any complete theory of human cognition must include an analysis of the plans or strategies people use for thinking, remembering, understanding and producing language (p.18). Iheanacho (1997) remarked in his research The memory system explains the interrelationship among the three main storage structures of the brain: Sensory register, Short term memory (STM), and Longterm memory (LTM) (p.2). According to Schwartz and Reisberg (1991), the STM provides a small storage repository where the information is repeated over and over through a maintenance rehearsal process. When a piece of information is repeated and rehearsed, the probability of retaining that information can increase. But the STM is limited in how much information it can hold. The maintenance rehearsal helps to transfer the excess information which is not yet needed to another storage called Long-Term Memory (LTM). LTM provides a storage place of great size containing information that is not immediately active so that the information can be retrieved when needed. According to Miller (1989), LTM helps people to recall events, solve problems and recognize patterns. It is the repository in which we carry out all that we know (Schwartz Reisberg 1991). The interrelationship between STM and LTM explains how visual information can enhance retention and recall. According to Posner (1969), visual information can persist in STM after the stimulus is diminished. Additionally, visual information can be activated and retrieved from the LTM. The information processing model can account for the effectiveness of visuals in learning. Visual research Heinich, Molenda and Russell (1993) proposed that learning is facilitated when instruction follows a sequence from actual experience to iconic representation, and then to symbolic or abstract representation. Visuals make abstract information more concrete and are suited for analogical reasoning (Levie, 1987). Pictures and prose can be used to help both skilled and unskilled readers to enhance their reading skills ( Holmes, 1987). Holmes studied the ability of 116 fifth and sixth grade students to answer inferential questions. Three groups were established. The first group used pictures, the second group used prints, and the third group used a combination of prints and pictures. His purpose was to examine skilled and unskilled readers to see if there would be a significant difference in their ability to answer questions in each approach. He found that pictures enabled both skilled and unskilled readers to answer inferential questions. Holmes therefore suggested using pictures to initially improve inferential reading, and then gradually advancing to using print only. Imagery and vocabulary acquisition Furthermore, a study conducted by Paivio and his associates (1971) revealed that when learners are instructed to use images to commit a list of words to memory, recall is facilitated dramatically. In the study, subjects were required to learn pairs of words by rehearsing each pair, by making up a sentence for each pair of words, and by forming a mental image for each pair of words, with the image combining the words. They found that subjects who learned through imagery performed better on a recall test. Dual-coding theory Dual-coding theory contends that pictures and words activate independent visual codes (imagens) and verbal codes (logogens). The verbal system is language-like and specializes in linguistic activities associated with words and sentences, whereas, the visual system is thought of as a code for images and other picture-like representations (Rieber, 1994; Rieber, 1992). Rieber further explains that both verbal and visual subsystems have unique properties. Whereas logogens are stored in the verbal system as discrete elements, resembling words and sentences, imagens are stored as continuous units in the visual system. According to (Paivio, 1986; Rieber, 1992; Rieber, 1994), dual coding theory assumes that three levels of processing can occur within the verbal and visual systems. These are: representational connections, associative structure, and referential connections. Representational connections occur between incoming stimuli and either the verbal or visual system. Whereas verbal stimuli activate verbal memory codes, visual stimuli activate visual memory codes. Rieber (1994) explained that the important aspect of referential connections between the verbal and visual systems are not one to one, but can be one to many. For example, seeing a picture of a computer may invoke many verbal responses, such as an Applecomputer, an IBM computer or a Laptop computer. This concept can be applied when using pictures to learn vocabulary. Associative structures refer to activation or processing of information within any of the systems. The processing of information in the verbal system is assumed to be sequential or linear; whereas, processing of information in the visual system is believed to be parallel or synchronous. The separate coding systems, however, can aid each other so that something coded in both picture and verbal forms can be easily remembered (Rieber, 1994). The probability of recall is increased due to the availability of two mental representations instead of one. If one memory trace is lost, the other is still available (Rieber Kini, 1991). Multimedia CALL and vocabulary acquisition Studies (Reid, 1996; Davis Lyman-Hager, 1997; Zimmerman, 1997) showed the effectiveness of multimedia CALL on vocabulary learning in particular and language learning in general. Based upon this review, multimedia CALL programs that use motion pictures, still pictures, and text can help ESL students to improve their vocabulary skills. But it is not clear if a multimedia program with motion pictures or the one with still pictures will be more effective for intermediate level ESL students. More empirical studies to investigate the effectiveness of multimedia CALL with motion pictures and still pictures on vocabulary acquisition of ESL students can lead to the development of more effective methods for vocabulary acquisition. Motion graphics and still graphics Many studies (Rieber Kini 1991; Siribodhi, 1995; Rieber, 1990; Rieber, 1996) have shown that computer graphics are effective for gaining attention. Furthermore, Iheanacho (1997) suggested that computer graphics can encourage students to create mental images that in turn make it easier for them to learn certain types of information. The difference between motion graphics and still graphics is that motion creates the illusion of movement which helps to explain abstract concepts (Bricken, 1991; Rieber, 1994). In 1996, Rieber conducted a study to explore how users interact and learn during a computer-based simulation given graphical and textual forms of feedback. He found that subjects learned more when provided with animated graphical feedback than with textual feedback. Rieber hypothesized that interactive forms of multimedia, such as computer. simulations will promote different levels of processing depending on the type of representation used (e.g. text, graphics, motion and sound). In an earlier study, Rieber Kini (1991) contended that in contrast to static graphics, animated graphics can provide users with additional information through two important visual attributes: motion and trajectory. They also added that animation can provide information about whether the object is moving or whether the objects motion changes over time. Still or static pictures, on the other hand, lack motion and are more abstract than motion pictures. Still pictures suggest motion whereas motion pictures show life in action, can be used to study specific elements, and can bring us close to the point of visual contact (Dale, 1969). EXPERIMENTS ON COMPUTER-ASSISTED VOCABULARY ACQUISITION IN THE ESL CLASSROOM RESEARCH QUESTIONS Pelletreau (2006) conducted an experiment Of chief importance in this study was the degree to which students would take advantage of computer-assisted opportunities for incidental vocabulary learning while performing online reading tasks. The study necessarily addressed a more fundamental question: How would students learn new words in the course of completing computer-based reading tasks? Lastly, and most importantly for this study, how was the learning of non-target words related to the learning of target words? (p.16). In an earlier study (see Juffs et al., April, 2006), students frequently used the online dictionary to look up the meanings of target words. In fact, students accessed 71% of all the definitions available to them on average, and yet, such behavior did not correlate with mastery of words (r = .16, n.s.). The best predictor of word mastery (as defined by 2 correctly answered post-reading vocabulary questions) was number of texts read (r = .86, p à ¢Ã¢â‚¬ °Ã‚ ¤ .0001). In other words, students reading more texts mastered more words, though the time spent clicking on hints had almost no effect on word mastery (Juffs et al., April, 2006). If students were not benefiting from looking up target words, it may have been because they were not actually making use of target-word definitions. But what were they doing while reading? They were either unable or unwilling to learn target-word definitions. It became apparent that students were not gaining a substantial learning advantage by using the online dictionary. In other words, students were not achieving a desired learning outcome. They resisted their language-learning task and instead participated in a counter-task (Lantolf Thorne, 2006, p. 238) In this context, a decision was made to allow students to look up any word in the online dictionary. Perhaps students had been focusing their attention on non-target words, or maybe they had other preferred (and unknown) methods of using the program. It was clear that students were likely not using the REAP program the way they had been expected to, and it was also apparent that the instruments to gather data about students behavior in the LMC were lacking. As a result, REAP was modified to allow students to look up the meaning of any word, and the number of clicks of both target and non-target words was recorded. Because quantitative data alone would provide an incomplete picture of student vocabulary-learning behavior, qualitative data collection instruments were introduced. Students could be valuable sources of information about their own vocabulary-learning techniques. The acquisition of target vocabulary was thought to depend on student comprehension of non-target words. It was hypothesized that students would use information about non-target words to assist them in their target-vocabulary tasks. It may have been the case that knowledge of non-target words surrounding target words would aid students in making lexical and semantic connections that facilitated target-word acquisition. In line with such reasoning, a strong positive correlation between non-target and target-vocabulary acquisition was posited, at least up to a particular critical threshold. For those students who knew the meanings of very few of the words surrounding target words, it was reasoned, target-word acquisition would be minimal. In such a scenario, such students would have too many gaps in their word knowledge and too few resources to be able to acquire a considerable number of target words. In effect, students learning more non-target words were predicted to learn more target words, though only up to a point. Student accuracy on measures of target vocabulary knowledge should have correlated strongly with non-target vocabulary acquisition up to some critical point. After a certain threshold, the acquisition of additional non-target words might have led to a decrease in the number of target words acquired. Such a threshold may have depended in part on the general language proficiency of the student (measured in this case by the MTELP score). The finite nature of the students language-learning resources, including processing power, attention and memory, may also have been important. It was thought that students spending much of their time learning as many non-target words as they possibly could would likely perform as poorly with respect to target-word acquisition as those who paid little or no attention to non-target words. In such cases, it was plausible that temporal and cognitive constraints (Sweller, 1988; 1994) would lead to students acquiring relatively fewer target words. In effect, the distribution of target words acquired versus non-target words acquired should have been more or less nonlinear. That is, target-word learning should have reached some maximum value for a moderate value of non-target word learning. Additionally, the amount of non-target word acquisition occurring in the study should have been much less, on average, than that of target-word acquisition. While there may have been some exceptions, the explicit instructions to focus on target words coupled with the way the words appeared should have led to relatively greater student attention to target words. It should also be pointed out that students answered cloze questions testing their knowledge of target words (for which they received feedback) after each reading, while they answered no such questions and received no feedback pertaining to non-target words. Greater attention and in general, more cognitive resources devoted to target words should have translated to differential target and non-target vocabulary learning. In terms of predicting how many target and non-target words students learned, general language proficiency should have provided some indication of such information. Pelletreau (2006) concluded in this experimenr, Non-target word lookups did not correlate with target word acquisition. Students did not appear to learn target words faster or better by attending to non-target words. As a result, the relationship between the explicit and incidental learning students engaged in remains unclear. The relative effectiveness of each, as well as the optimal balance of explicit and incidental learning in such a context, is an open question. Benefits of CALL for Vocabulary Acquisition and Reading Comprehension According to Constantinescu (2007) Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Constantinescu (2007) mentioned in his article Most research on vocabulary acquisition and CALL has focused on the effects of multimedia glosses, and the same is true for reading comprehension, since vocabulary and reading are closely and reciprocally related. This reciprocal relationship also accounts for the fact that many research studies on vocabulary development and CALL also examine reading comprehension, and vice versa. Multimedia Glosses and Vocabulary Development One of the first to examine the effects of multimedia glosses for vocabulary development were Lyman-Hager and Davis (1996), who integrated a computer program into the French foreign language curriculum and discussed vocabulary acquisition and students glossing choices for 262 intermediate level students studying French. Two conditions were used in this study: computerized reading and non-computerized reading using an excerpt of Oyonos Une Vie de Boy. Both groups had access to glosses: the computer group had access to multimedia annotations, whereas the control group could consult printed text with the same glosses. As to whether or not computer treatment offered significant benefits to FL students, the results of the written recall protocol indicated that the experimental group who used the computer program to read the text significantly outperformed the control group who used the glossed reading in the print form. Using Multimedia for Vocabulary-building Constantinescu (2007) mentioned in his article However, multimedia is not used only for glossing texts. Multimedia is a central component of good computer-assisted skill-building software. Thus, Chanier and Selva (1998) stressed the benefits of multimedia support for learning L2/FL vocabulary and presented ALEXIA, a lexical learning environment for French as a L2/FL, which includes a corpus of texts, a general and a personal dictionary, and a lexical activities unit. After reviewing various viewpoints about the effectiveness of multimedia for vocabulary learning, they propose useful criteria for evaluating the quality of a visual representation in a lexical environment. Groot (2000) presented another multimedia-enhanced computer-assisted word acquisition program, called CAVOCA, whose aim was to speed up the vocabulary acquisition process. CAVOCA is an interactive program that takes learners through different stages of vocabulary development: deduction, consolidation, and long-term re tention. Benefits of Multimedia-enhanced Dictionaries Other research that focused on vocabulary development with technology argued for the increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners, and which have several built-in aids that their book counterparts cannot provide (e.g. the Longman Interactive English Dictionary, the Oxford Picture Dictionary Interactive, etc.) (Butler-Pascoe and Wiburg, 2003: 126-12) Benefits of Multimedia for Reading Comprehension The positive effect that multimedia has on reading comprehension comes, according to Busch (2003: 278), from the great advantage that online readers have over traditional printed readers: the possibility to enhance computerized texts with glosses in multimedia format. The effects of multimedia glossing received increased attention as researchers considered the possibility that computer-aided reading could create more proficient readers by offering a choice of various types of glosses to develop better vocabularies, greater background knowledge surrounding the text, and more effective reading strategies (Lyman-Hager and Davis, 1996: 775). Constantinescu (2007) remarked some principles for instructors to increase the efficiency of the introduced strategies: First Principle: Instructors Should Pay More Attention to the Existence of Various Teaching Tools For vocabulary acquisition, instructors could make great use of technology by using multimedia glossed texts, electronic dictionaries, corpora and concordance software, as well as various vocabulary-building software. Second Principle: Instructors Should Introduce Multimedia-glossed Texts into Their Vocabulary/Reading Classes Multimedia glossing triggers better results when compared to print glosses. Moreover, full glossing seems to be the best facilitator of vocabulary acquisition and reading comprehension, as opposed to little or non-glossed texts. In addition, best results in retention are triggered by picture + text annotations, whereas pronunciation, video, and audio glosses seem to correlate negatively with reading comprehension. Third Principle: Instructors Should Be Acquainted with the Criteria for Software and Courseware Evaluation (e.g. goals, presentation, appropriateness, outcomes), As Well As Take Into Consideration Two Very Important Factors: Time and Effort Teachers must be aware that there are many different types of software or online materials available for ESL / EFL, however, not all of them are valuable for classroom instruction. Some materials focus on specific skills, while others focus on a wide range of skills and strategies. Moreover, instructors should also ensure that the materials used in class are motivating for students and are at an optimum, i+1 difficulty level, so that progress can be attained. Teachers should also pay attention to students level of familiarity with computers and keep in mind whether the chosen software will trigger the desired outcomes. Fourth Principle: Instructors Should Keep Up with Current Methodology and Make Best Use of Visuals and Multimedia Good CALL programs should make best use of visual elements and multimedia glossing, as well as generate students participation. The programs should be interactive, allowing the students to make choices. Also, they should consist of a wide range of different types of exercises in which students not only choose the right answers but also type in answers. Summary L2 comprehention depends mostly on acquiring vocabulary at least 7,000 words as was mentioned by Groot (2000: 62). Due to the importance of vocabulary acquisition some ways were discussed, and through some experiments by Prell it becomes clear taht the CAVOCA method produced better results for the retention of the vocabulary (p,3). So, in continuation, my research focused on the influence of different models of Call strategies on accelerating vocabulary learning and how the instructors should use them in the best way to increase their efficiencies. Conclusion Among different forms of computerized ways of vocabulary learning, some ways were mentioned. While being different from each other, it is proved that some of them are more efficient that others. All in all, CALL can be a useful instrument for both teachers and students in regard to the priority it has to the difficult traditional ways.

The Pursuit of Happiness - Four Revolutionary Words, by Andrew Sullivan

"It's a small phrase when you think about it: "the pursuit of happiness." It's somewhat over-shadowed in the Declaration of Independence by the weightier notions of "life" and "liberty." In today's mass culture, it even comes close to being banal. Who, after all, doesn't want to pursue happiness? But in its own day, the statement was perhaps the most radical political statement ever delivered. And when we try and fathom why it is that the United States still elicits such extreme hatred in some parts of the world, this phrase is as good a place to start as any." "What power four little words still have. And what carnage they must still endure to survive. " Andrew Sullivan's article, "The Pursuit of Happiness - Four Revolutionary Words", may have been the best or most intriguing story we have read thus far. But you didn't ask us to summarize it, besides how could we do that in only two pages. Instead you asked us to historicize this powerful piece, which yet is still a hard task to complete. In the opening line the Declaration of independence and its meaning of life and Liberty are mentioned. The Declaration came about on July 4, 1776, which recorded the proclamation of the 2nd American Continental Congress asserting the independence of the colonies from Great Britain (Webster's Dictionary). Sullivan immediately follows into references of the chaotic conditions of the 18th century. One example is that there were rumors and belief of witches; inurn innocent people were being burned at the stake, (where were their "certain unalienable Rights" then). As Sullivan states countries were being torn apart because of imperfection (I thought tha t "That all men are created equal, and, that they are endowed by their Creator )(God). Add... ... are watching the freedom that they feel we have as expressed though American television and businesses. A fear of total anarchy has arisen in the hearts of their leaders, and many are holding on for dear life to their old customs and beliefs of control, while others such as China and Russia are hesitantly going with the flow. Sullivan is unsure of the effect this Pursuit of Happiness will have on the future; can any of us predict, we only know the past and the present. "As I write I have no idea as to the conclusion of this new drama in world history except that it will have ramifications as large and as lasting as the Cold War." Works Cited ANDREW SULLIVAN. THE PURSUIT OF HAPPINESS - Four Revolutionary Words. Forbes ASAP, "The Big Issue," November 2001. Web. 29 June 2015. http://homepage.eircom.net/~odyssey/Politics/Sullivan/Pursuit%20of%20Happiness.html The Pursuit of Happiness - Four Revolutionary Words, by Andrew Sullivan "It's a small phrase when you think about it: "the pursuit of happiness." It's somewhat over-shadowed in the Declaration of Independence by the weightier notions of "life" and "liberty." In today's mass culture, it even comes close to being banal. Who, after all, doesn't want to pursue happiness? But in its own day, the statement was perhaps the most radical political statement ever delivered. And when we try and fathom why it is that the United States still elicits such extreme hatred in some parts of the world, this phrase is as good a place to start as any." "What power four little words still have. And what carnage they must still endure to survive. " Andrew Sullivan's article, "The Pursuit of Happiness - Four Revolutionary Words", may have been the best or most intriguing story we have read thus far. But you didn't ask us to summarize it, besides how could we do that in only two pages. Instead you asked us to historicize this powerful piece, which yet is still a hard task to complete. In the opening line the Declaration of independence and its meaning of life and Liberty are mentioned. The Declaration came about on July 4, 1776, which recorded the proclamation of the 2nd American Continental Congress asserting the independence of the colonies from Great Britain (Webster's Dictionary). Sullivan immediately follows into references of the chaotic conditions of the 18th century. One example is that there were rumors and belief of witches; inurn innocent people were being burned at the stake, (where were their "certain unalienable Rights" then). As Sullivan states countries were being torn apart because of imperfection (I thought tha t "That all men are created equal, and, that they are endowed by their Creator )(God). Add... ... are watching the freedom that they feel we have as expressed though American television and businesses. A fear of total anarchy has arisen in the hearts of their leaders, and many are holding on for dear life to their old customs and beliefs of control, while others such as China and Russia are hesitantly going with the flow. Sullivan is unsure of the effect this Pursuit of Happiness will have on the future; can any of us predict, we only know the past and the present. "As I write I have no idea as to the conclusion of this new drama in world history except that it will have ramifications as large and as lasting as the Cold War." Works Cited ANDREW SULLIVAN. THE PURSUIT OF HAPPINESS - Four Revolutionary Words. Forbes ASAP, "The Big Issue," November 2001. Web. 29 June 2015. http://homepage.eircom.net/~odyssey/Politics/Sullivan/Pursuit%20of%20Happiness.html

The Power Areas of Life :: Of Water and the Spirit African Culture Essays

The Power Areas of Life The significant elements in Of Water and the Spirit were the elements that contrasted starkly with the modern world. There were many aspects of the Dagara culture that were alien to my culture. The use of and belief in magic and the supernatural ama zed me. I found an absence of secularism in the African society. The Dagara's inability to distinguish between thought and reality stunned me. The element that I chose to talk about is the strong bond displayed between the very old and the very young. This element plays a significant role in Malidoma's story, and it really made me consider the values in my society. Malidoma established the importance between the young and old early on in his narrative. He identified these two ages as the two power areas of life. In African culture the young children spend the majority of their time with their grandparents. Th ey are responsible for the rearing of the child. This relationship is established so that the child can learn from his or her wise grandparents. The bond is also important because if it is strong enough, it can be a bridge between the world of the livin g and the dead after the grandparent has passed away. Malidoma's grandfather was a very real part of Malidoma's life even after his grandfather's death. When Malidoma was in the seminary, the only tie that he had to his people and culture was his grandf ather. His grandfather, even though he had died when Malidoma was very young, was the steady and supportive force throughout Malidoma's life. When Malidoma was young he spent huge amounts of time with his grandfather. The thing that Malidoma really emphasized about their relationship, was that his grandfather always talked to him as if he were an adult. No one else treated Malidoma as if he were an adult; their bond was special. Malidoma was referred to as a brother by his grandfather. This bond of brotherhood between the elderly and child is stronger than death. In a way, it is strengthened by death. The French colonial rule was able to completely disconnect Malidoma from his family and culture. They alienated him so much, that after fifteen years away from his village, he couldn't reconnect with his people without undergoing the extensive initiation ceremony. The bond with his gra ndfather was unscathed by life with the Jesuit priests.

Rights :: essays research papers

One would think that the story of Matthew Shepard would bring people together over a tragic event. On the contrary, Matthew Shepard’s death seemed to pull the nation apart, due to people’s conflicting points of view. Should Matthew’s heartbreaking death be seen as any other killing, or should everyone take it upon himself or herself to be responsible for what happened to Matthew?   Ã‚  Ã‚  Ã‚  Ã‚  When reading the article â€Å"Blood on our Hands†, I believe that the writer had a strong position about his argument. Phil Martin states that everyone should take responsibility for Matthew’s death because people everywhere reject the unfamiliar and label others without thinking about the consequences of their actions. I believe that he is correct that we in the United States do not take the time to understand people who are different than we are. Being in a minority group as a young Jewish woman, I can empathize with the writer when he talks about being angry with self-sanctimonious religious leaders. When religious officials speak out about gays, Jews, Muslims or any other minority they need to realize that people may take their words and apply them. How can anyone be shocked about the death of a gay man, when it is being taught that gay people are not deserving of God?   Ã‚  Ã‚  Ã‚  Ã‚  Nobody’s cause is more important than anyone else’s. Everyone should educate themselves about the differences we face in America. Understanding is the key component to making change happen. If gay activists stood for the equality of women, and if women activists would stand for the equality of African Americans, then everyone would stand for something. They would stand for the equality of all Americans in this country.   Ã‚  Ã‚  Ã‚  Ã‚  The problem with this theory of mine is that people automatically put the blame on others and points the finger the other way. In â€Å"Matthew Shepard: What is the Big Deal?† Colby Carter uses personal attacks at gays to bolster his opinion. He states that protestors at a Gay March in New York waved signs reading, â€Å"Where is your rage?† in response to the death of Matthew. I think the writer takes the word rage out of context because he insists that gay protestors were using violence to solve the problem. I see people waving signs that display the same message outside of abortion clinics. Anyone can be angry about something they believe in strongly without having someone jumping to the conclusion that they are violent.

Executive Summary Branding the Nation

Executive Summary: Branding the nation: What is being branded? Journal of Vacation Marketing Volume 12 Number 1. 2005 p. 4-13 The author: The paper is written by Ying Fan a senior lecturer at Brunel Business School, Brunel University in London. Dr Fan has held faculty positions at the universities of Lincoln, Hertfordshire and Durham. His research interests surround branding and marketing communications, and cross-cultural management issues. Topic: Branding the nation: What is being branded? The major topic of the paper is what nation branding is and what the purpose of nation branding is. Research question : What is being branded? Is a nation brand a separate entity, or an element in the product brand? What is the direction of the correlation between countries that have produced strong brands and those that are strong brands themselves ? Method : The research method is a literary analysis Material and Structure of the paper: On the first page of his paper contact informations, informations on the author including a photo of Fan are given. An Abstract sums up the Keywords and gives an overview over the article. All in all the paper of Fan is 9 pages long and is structured in the chapters: Introduction What is Nation Branding? What is being branded? Nation branding and product branding Nation brand image and product-country image Paradoxes The broader context For a further understanding Fan gives 3 Tables: Terms used in the literature ; Examples of nation branding where he gives 5 examples and explains what is being branded and a table on Comparison between nation branding and product branding . In his paper Fan makes indirect citations which are listed in the references. Here the references are ordered by appearance in the text not alphabetically. The paper is easy to read and understand, it gives a good overview of the topic nation branding. The structure is easy to follow. The paper is anonymously refereed. Finding of the article : The author points out that there is no single definition on nation branding but gives a working definition for the paper: ‘Nation branding concerns applying branding and marketing communications techniques to promote a nation’s image. Nation branding can be used in different ways: using the nation’s image to promote sales and exports ; place branding which is part of tourism marketing ; political marketing for example the expression â€Å"axis of evil†; Nation branding in it's true sense like Cool Britannia. The author points out that a nation is not a product in the conventional sense . The Nation itself can hardly b e changed, the benefits are purely emotional, the Image is complicated and the ownership is unclear. A nation brand is not centered on any specific product, service or cause that can be promoted directly to the customer. But Nation branding concerns a countries whole image, covering political, economic, historical and cultural dimensions. A Nation has not one but multiple images. What image is retrieved depends on the audience , the context and the time. The author finds out that negative national image does not necessarily affect the purchase of products made by that country, by giving the example of Japan and China. The author tries to find out the direction of the correlation between countries that have produced strong brands and those that are strong brands themselves . Nation branding must be distinctive and help the country to position itself against competitors . A difficulty is that an international audience have a different degree of knowledge of a nation and each country has different cultural values, thus decodes the message differently. Nation branding often try to communicate a single image or message to different audiences in different countries . This renders for the author the message meaningless, but to try to be all things to all people will in the opinion of the author inevitably fail . What is the message a nation wants to send, give up a old but unique image in favor of the new image. This can fail like for example â€Å"Cool Britannia† did. Another difficulty in nation branding is that a national identity is very difficult to define. Furthermore in nation branding, an understanding of the customers’ existing perception of the nation is very important. A certain image is made over time. Another important aspect of nation branding is the internal audience. The author points out that Nation branding is just one part of a marketing strategy which is part of the business strategy and that often nation branding is overestimated even if it is a powerful tool. It is for example not sufficient for the country to promote its image enthusiastically to other nations if the economic basis for the nation brand is not there or the political situation is unstable. The image problem of a region or nation most often results from political and socio-economic troubles which must be solved, nation branding will not solve a country’s problems but only serves as the final touch .

Positive Psychological Effects on Exercise

Positive Psychological Effects of act upon Kelsey Leavitt Thomas G. Plante, C. C. (2006, April 10). Psychological Benefits of Exercise opposite with Virtual Reality. Retrieved from http//web. ebscohost. com. ezproxy. tntech. edu/ehost/detail? vid=5&sid=2e69bd11-298b-4674-98ca8d42db4513b4%40sessionmgr110&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3ddb=pdh&AN=2006-04110-006 Introduction legion(predicate) studies guideed that a fooling rtabooine of class period made muckle live longstanding lives, had healthier bodies, and were in a to a great extent positive psychological state than the wad who did not perform employ as part of their lifestyle.Majority of my family members were overweight and I witnessed many psychological effect that took a terms on their bodies and interfered with their work rtabooine and to a fault their social life. On the other hand, when I reached a certain age in my life, I knew that I did not command to get to the health difficultys some of my fam ily members did and distinguishable to make maintain part of my quotidian routine to accrue the negative psychological effects that it could form had on myself.Many people used the excuse I do not have time for exert or I didnt have any m bingley for a secondary school membership. To me, this was just an excuse because anyone can maneuver thirty minutes a twenty-four hours and go for a passport with the park or jog through and through the neighborhood, which cost no money at all. Research demonstrated that individuals who physical enjoymentd with others, that involved practical(prenominal) domain stimulation, or getting feedback aimed at amend self efficiency and enjoyment, greater increase in stress reduction, sense of humor, and well-being, and bring down anxiety and depression (Plante 1).In the database I researched, a sample of 112 psychology students participated in a poll designed to measure evanescent mood states which included, energy, calmness, accent, a nd tiredness. The participants in the physical exercise experience the lowest level of tiredness. Overall, this study suggested that the combination of realistic(prenominal)(prenominal) reality and exercise improved some of the positive psychological effects of exercise compared with virtual reality or exercise alone (Plante 1). Purpose The single-valued function of this condition was to investigate the role of virtual reality on the psychological benefits of exercise.The article showed forty-s tied(p) male and sixty-five distaff psychology students who participated in a study and were asked to complete the AD-ACL questionnaire which measured state energy, calmness, tiredness, and tension. It was predicted that when virtual reality was paired with exercise, it would positively capture the mood benefits of exercise (Plante 1). Participants were then haphazard assigned to one of three conditions a twenty minute b put on the line open-air(prenominal) walk, combined virtual re ality with paseo on a treadmill, and virtual reality without exercise condition. Among all participants, there were no significant effects on energy, calmness, or tiredness. However, there were significant effects for tension (Plante 1). The results of this study were determined by cart track a series of sample t-tests, which conclude a p-value that clarified whether the test had a significant effect or a non-significant effect. I learned from my adaptive class, that having a p-value less than 0. 5 is significant and anything in a higher place that is non-significant, which is how I determined the results from reading the graph of scores from this study. The results suggested support from the hypotheses as virtual reality did boost positive mood benefits when paired with exercise (Plante 1). As mentioned earlier, the exercise environment contri onlyed to psychological benefits of exercise by affecting well-being, confidence, enjoyment, mood, and self-efficiency. Problem A adver t that I like to live by stated, One can talk the talk, but can one walk the walk? I believe that this had a chain reactor to do with the problems with exercise. Despite all the corporeal and psychological benefits associated with exercise, exercise involved a take chances of serious injury.Exercise related injuries consisted of pulled muscles, sprains, strains, fractures, and dislocations. Individuals that were out of shape, failed to wear correct shoes, or inappropriate use of the exercise equipment were to a greater extent(prenominal) apt(predicate) to be injured during exercise. Another problem with exercise was obsession. Believe it or not, one can exercise too much, which caused more harm than good mentally. Excessively exercise can cause ones body to burn out, which had an increased risk of injury.If an individual became obsessive about their appearance, it would stretch out them to poor self-esteem and developed into a bad attitude about the psychological purpose of exercise. Solution There were many ways for individuals of all ages and sizes to improve and answer cope with the psychological problems of exercise. Wearing appropriate protective equipment, proper clothing and shoes, and even having a gym owner show you the proper way to use their exercise equipment are all ways that helped crop the risk of injury involved with exercise today.Also, creation of a comfortable, proper daily exercise routine reduced the risk of an individual becoming burnt out or becoming obsessive with exercise. Lastly, some other solution to the psychological effects of exercise is the production of endorphins. Endorphins are produced from exercise and have relieved pain, stress, and enhanced the immune system. ground off the research, the environment that an individual chose to exercise in helped with the psychological benefits of exercise as well.The results from this article demonstrated that indoorexerciseswere more relaxing. An indoor environment proved to be more calming because it was an enclosed and unafraid(p) area, and there were minimal distractions. Furthermore, our findings suggest that an individuals finale to workout indoors or clear could be influenced by whether he or she is attempted to relax or conjure up (Plante 1). For example, one chose to run outside in the morning to increase energy levels or one chose to run indoors in the evening to wind down and decrease tension before bed.