Wednesday, November 27, 2019
How to write a delivery driver resume (with examples) -The JobNetwork
How to write a delivery driver resume (with examples) -The JobNetwork It may not be the open road of long-haul trucking, but driving a truck on a delivery route is a job with a lot of upside if you have the driving skills and a mind for logistics. It’s a detail-oriented job that can help you develop customer service and logistics skills that will serve you well, whether you want to stay a driver or move on to other jobs or fields. Let’s look at three different types of drivers (food delivery, package delivery, and delivery driver seeking to shift into a managerial role) and what their resumes look like.First up is Kevin, who’s a food service delivery driver.Download this resume in ms wordKevin Burgess888 Carson CourtEvanston, IL 12121(111) 222-3333KevinQBurgess@emaildomain.comSafe, licensed driver  · Excellent Customer ServiceSUMMARYExperienced driver with excellent customer service skills and stellar on-time delivery record. Strong focus on brand and customer development through high-quality food delivery.KEY SKILLSMeeting and e xceeding on-time metricsClean driving record with a focus on safe travelFriendly and courteous demeanorWorking as part of a teamWORK EXPERIENCEFood Delivery Driver                               2015 – presentPizza World                                                                                      Evanston, ILDeliver customer orders quickly and efficiently, while maintaining high company and food quality standards.Have achieved a 100% success rate under Pizza World’s â€Å"40 minutes or it’s free†delivery policyConsistently receive excellent customer feedbackAwarded â€Å" Driver of the Month†7 times since 2015Process payment (cash and credit) quickly and accurately.Delivery Driver                                    2013 – presentThe Daily Bugle                                                                               Chicago, ILDeliver newspapers on a daily route to commercial and retail customers.Consistent and accurate delivery to newspaper customers before business hoursTroubleshoot when there are delivery issues such as blocked entrances, traffic issuesCUSTOMER TESTIMONIALSâ€Å"With fast delivery and a friendly smile, Kevin is one of the main reasons I keep Pizza World at the top of my takeout rotation.†- FoodShoutz user PizzaDude918â€Å"Could not ask for better delivery than I receive from Pizza World. My food is fresh, hot, and fast every single time!†- FoodShoutz user amyBEDUCATION LICENSINGIllinois State Driver’s License2012 – presentEmmanuel High SchoolHigh School DiplomaAs he works on his resume, Kevin knows that his biggest asset is his great customer service record, so he makes sure to play that up at every point in the resume. He only has a couple of years’ experience, so he starts by featuring his skills, setting the narrative with a headline, summary, and bullets. For his work experience, he focuses on his efficiency and skills, using the bullets to play up the skills he highlighted at the top. Kevin also customizes his resume further by adding direct customer feedback. This is not a necessary part of a resume, but if you have specific praise you can share, especially when you work i n a public-facing job, adding a blurb or two can really help emphasize your professional skills.Next up is Andie, a slightly different kind of delivery driver- packages and freight instead of food.Download this resume in ms wordAndie Bennett444-111-2222  · 249 Bensonhurst Ave  · Tarrytown, NY 00000ABDriver@emaildomain.comCDL-Certified Driver with an Impeccable Record of On-Time DeliveryCORE COMPETENCIESMeeting on-time metrics and delivering goods efficiently and free of damageTroubleshooting road and mechanical issuesProviding prompt and courteous serviceTracking and managing shipments with a high degree of accuracyLICENSINGClass B CDL – State of New York2001 – present (renewed every 4 years)EXPERIENCEDiamond Solutions, Inc.                                                Route Delivery Driver           August 2011 – presentTransport shipments and goods within a set route, with a demonstrated ability to navigate heavy urban traffic.Maintain truck, keeping them safe and in compliance with mechanical and safety best practices.Review invoices with customers, and obtain shipper and receiver signatures.Keep detailed delivery and receiving records.Expert use of FocusShip inventory and tracking software.Better Boxes ShippingRoute Delivery DriverMay 2004 – August 2011Loaded and executed delivery of customer shipments in a timely and efficient manner.Monitored all outgoing shipments for completeness and accuracyMaintained mileage log and conducted pre- and post-trip vehicle inspections.Escalated damage reports, shipping discrepancies, and customer issues to sales representatives.At Your Door Delivery Inc.Route Delivery DriverFebruary 2000 – April 2004Dated, stocked, and rotated product upon delivery.Handled customer invoicing.Verified accuracy of purchases orders.Maintained driver log according to state and federal regulationSKILLSCustomer serviceMechanical maintenanceAccurate logging and reportingSafe driving in a variety of weather and traffic conditionsExcellent time managementWorking with digital shipping management systemsTroubleshooting delivery issuesDelivery DispatcherMarch 1998 – February 2000Provided phone support for customers.Directed delivery drivers and coordinated shipments.Acted as a liaison between driver team and customer support team.EDUCATIONTractor Trailer Training UniversityCDL Certification, Class BForrester Community CollegeAssociate’s Degree, Business StudiesFramingham High SchoolHigh School DiplomaAndie has several things going for her resume: she has a specific license that is important in her field and a long and solid history of driving. She uses a â€Å"core competencies†summary at the beginning to set the narrative for the rest of her resume. These aren’t word-for-word the b ullets that will appear later on, but rather a highlight reel of the points she wants to emphasize. She also makes sure that her CDL is featured prominently as well, as it shows that she is qualified and experienced with handling large trucks. Her experience may not be entirely limited to her driving and shipping career, but here she chooses to focus on those jobs because they’re relevant to the job she’s seeking next. High school waitressing jobs or a way-back office internship have little bearing on the professional she is now or the job she wants to seek, so editing your resume to include the most relevant points of your job is important.Next is Franco, who has been a delivery driver, but wants to move up to a management/overseeing role.Dbownload this resume in ms wordFranco Rogers Jr.56 Main StreetSioux Falls, SD 21212(555) 000-1111FRogers@emaildomain.comLinkedIn: FQRogersJrSeasoned driver and logistics expert seeking to leverage teambuilding and management skills into a supervisory role. More than 20 years of on-the-road experience as a driver, managing shipments and deliveries of varying sizes in different conditions, and mentoring junior drivers.SKILLS SUMMARYCoordinating and executing large-scale deliveriesPlanning routes and logisticsTeambuilding among peers and new employeesSolving day-to-day issues in delivery, driving, and execution of logisticsEnsuring accuracy and quality of incoming and outgoing shipmentsEXPERIENCELead Route Delivery Driver                                                  June 2010 – presentLightning ShippingLoad and deliver large daily shipments to commercial and residential customers in the metropolitan Sioux Falls area.Serve as mentor for trainee drivers and new employees, including proposing and implementing a â€Å"ride-along†program that has beco me standard company policy for new and prospective hires.Process shipments via digital inventory management tools, ensuring accuracy and efficiency.Work directly with customers to assess quality issues (damage, completeness of order) and escalate to the appropriate customer service teams as necessary.Route Delivery Driver                                                                       January 2000 – June 2010ShipItFast.comDelivered shipments of varying size for a large ecommerce fulfillment facility, with routes throughout South Dakota.Served as the employee representative on the company advisory board, attending quarterly meetings and participating in periodic feedback sessions.Handled shipments with excellent accuracy and on-time-completion.Cultivated a stro ng customer base by providing top-notch customer service.Delivery Driver                                                                      October 1997 – December 1999Subs ‘R UsDelivered food to customers in a timely manner.Reviewed orders pre-delivery to ensure completeness and quality.Managed routes to maximize delivery efficiency.Provided attentive and courteous customer service.EDUCATIONOmega UniversityManagement Training Course, completed 2017Branford Area High SchoolHigh School DiplomaTECHNICAL SKILLSMicrosoft OfficeOn-board delivery tracking systems (FastShip, Delivery Target)Inventory management software expertiseFranco has more than 20 years of experience on the road, but because he’s angling to turn that experience into a different kind of rol e- a more managerial office job, specifically- he wants his resume to show that he’s ready to take that next step. So instead of diving right in with the experience, he uses a detailed summary statement and bullet points to give an overall pictue of his logistics know-how, making sure to mention leadership qualities like coordinating and managing people. His experience bullets support those narrative points that he wants to hit, without just recycling the bullets. He also makes sure that his Education section includes a management course he took. Not all education bullet points have to be completed degrees- relevant coursework or academic work should be included if it’s relevant to the job you’re seeking.
Saturday, November 23, 2019
Essay Sample on Youth Culture and Its Development
Essay Sample on Youth Culture and Its Development For this assignment, I shall explore some factors that influence the development of culture, and sub-culture, reflecting on consumer products, and how they help to develop identity. In particular, my study will focus on music, media, and fashion, in relation to young people. As Williams, Hall, and Jefferson (1977) suggest, in this context culture refers to distinct patterns of life, and the ways in which social groups give expression to their social and material life experiences. (Cited in Wyn, J. White, R. 1997:pg72) Subculture highlights diversity, such as individual group cultures, sub-cultures give young people the chance to express their difference from the rest of society, yet coexist within it. (Brake,1980 cited in Roche,J.Tucker,S.1997:pg149) Consumer products alone do not make identity, but do attribute to the formation of it, with todays teen consumer market is the most lucrative it has ever been. Marketers historically have recognised this, and therefore, use certain elements of youth culture to promote products. The media influence on the development of youth cultures and sub-cultures is also instrumental, with young people facing a barrage of messages explaining what it means to be young. How we consume determines who we become, our value base, and how we interact with people in the broader context of the world. Youth culture has changed over the generations, for parents of teens, the gap seems to be ever widening. Young people have faced similar challenges to each other, but each generation is unique, and experience situations that shape their attitudes and behaviours. However, when entering into any particular culture, although influences exist, it is still usually a conscious choice. A useful way to examine influences, on young people over time, is that of Strauss and Howe in their book the fourth turning. Each generation are labelled, to offer the reader an understanding. According to Strauss and Howe, the silent generation grew up with the harsh realities of war and a depressed economy. (www.health.org) This group of young people where at a crossroads, too young to be heros of the war, and yet too old to be young free adolescents, they paved the way towards civil rights, and the rock and roll era. The next generation were to be known as the baby boomers, growing up with idyllic views of life, accepting the notion of father knows best (www.health.org) They engaged in a culture of free loving, urban riots and unrest, and as this generation were to mature, idealism allowed the introduction of materialism; hence the word yuppie (www.health.org) arrived. Generation X was born into an era of high divorce rates, and an increasing rise in the number of single parent families. These young people entered the labour market, when jobs were scarce, and youth crime and disorder soared, the aids epidemic was rampant. Their outside status helped spawn the angst-filled grunge movement and they also fuelled the hip-hop explosion. (www.health.org) The next generation Y/Millennials, were born into both good and bad influences at the same time. At the top of the national agenda is child welfare, although negative school violence and drugs is at the forefront. Computerisation and technology is ever increasing, and equipment is predominately digital. The Y generation, is a representation of todays teens where surfing the internet is the norm, and emailing is as common as using the telephone. This era is much more multicultural than it was when their parents were growing up, and images containing sex and violence are common themes that surround them on a daily basis. To an extent the Vietnam war and the assassinations of John Kennedy, Robert Kennedy, Malcolm x, Medgar Evers, and Dr. Martin Luthur king, Jr, are ancient history. (www.health.org) The speed at which cultural objects and ideas are transmitted globally today, are significant factors in the number of youth subculture groups that are identified. A major change with regards to counter cultural groups today, is the large number of them around. For example, in the sixties it was common to be classed as a mod or a rocker, you tended to be on or the other. Today youth can align with many other groups, because there is such diversity. The mass media has a large role to play in encouraging the formation of sub-cultural groups, by helping young people to see and identify which role models represent what groups. Perhaps more fundamentally, youth culture has become more accepting and accommodating of various different groupings within the community. There are groups on the fringe of society who may be counter cultural in orientation, like punks, goths etc.. by large there now seems to be a strong sense of tolerance for difference, and a felling that diversity may even be positive. Media targeting of young people is all too common, with the hunt for consumer money on. Advertisers view teens in particular, as uniquely profitable, they buy themselves, influence parents to buy, and indeed will be future adult consumers. Consumer advertising through the media is highly influential on young people, especially when they use popularity by association: Product advertised by famous people. Although, adolescents I work with are sometimes quite cynical to this approach, seeing it as someone who gets paid for a job, without actually believing in the product. Media advertising uses signifiers to appeal to different groups, visual and verbal elements are combined to produce particular meanings and effects. If we look at an advertisement for the chocolate bar bounty, the light blue packaging denotes the product as food. Related visual images of a sunny desert island, gives connotations of youth, freedom, and happiness. The music can be powerful in giving the feeling of energy, and pleasure. This example is to illustrate how powerful semiotics and the use of signs in the media can be. Media uses semiotics in portraying fashion and beauty items, and has done over time. Clothes are an important indication of social interaction, and media images even in the sixties helped to determine what groups young people engaged in,clothing fashion both sprang from and had influence on the various youth culture groups of the time which diverged and evolved as the decade progressed. (www.sixtiescity.com) The teddy boys dressed in Edwardian style clothing, Hells angels wore leather, which was symbolic of their brotherliness and motorcycling ventures. This code of dress although sub-cultural, was mainly to facilitate their mode of transport as opposed to a fashion statement. This dress sense may have been influenced by films of the time such as the wild ones. Mersey sound in 1963, eminently the Beatles, the Rolling Stones, the Animals, and later the Who, led to a huge rise in the different cultural groups. One such group were the modernists (mods), who followed jazz music, cultural habits of this group revolved around dancing, fashion, and music. Mods were to popularise the usage of drugs, this was how they preserved energy to attend the all night ..dance-till-you-drop lifestyle. (www.sixtiecity.com) They began to take drynamil, which although originally prescribed for those with anxiety, had an amphetamine like effect, commonly know as purple hearts. Other drugs began to circulate like French blues, dexedrine, and strong black bombers. Following mods came a brief culture of regency, their look included buttons, bows, frills, and velvet, typical of some major pop groups like the Kinks, and the photographer Patrick Litchfield. Surviving only a short time, this trend was taken over by the huge hippie flower power culture, hippies epitomised individualism, and made their own preferences very much apparent. Hippies motto make love not war, gave them a key to their own specific culture, pro-drugs and doing their own thing was what they were about. They dressed in kaftans, afghan style coats, had body painting, flowers in their hair, and would often be seen wearing lots of beads. Their indulgence in the LSD (lysergic acid diethylamide) scene is possibly where the feeling of freedom and youthfulness derived from. à ¡In many different parts of the world popular music is a primary, if not the primary, leisure resource for young people. (Bennett,A.2000:pg34) Pop art was a movement attempting to withdraw popular and high culture boundaries, it was a reaction to the seriousness given to abstract impressionalism. (www.sixtiescity.com) Pop art was a simplistic style, with a focus on exaggerated colour. An example of this is Ã•à ¢Warholà ¢s silk-screen paintings that made use of monotony and repetition such as the images of Marilyn Monroe and Elvisà ¢. (www.sixtiescity.com) Certainly some of the more famous pictures of this time included daily objects like coca-cola bottles. Pop music is still seen in todays society, as a significant piece of youth culture, which can be traced back to the advent of rock à ¡nà ¢ roll in the early 1950s. (Bennett,A.2000:pg34) Dance music to an extent has become known, as a separate culture in its own right: club culture, signifiers are hairstyles, clothing and attitudes. Subcultures can be defined as being subordinate to the dominant culture, and club culture fits this category. Dance music embraces a variety of different cultures, class, and lifestyles. Fundamentally its venue is a club where people socially interact, and dance to electronically engineered music. The people who attend any particular session, will vary depending on where it is held, how it is publicised and the price it will be. For example, In London a rave commonly known as the jungle scene is predominantly black-led, attracting a diversity of young people, mainly from urban settings. Conversely the venue cream in Liverpool uses the local radio station to publicise the event. Tickets are sold at a price of approximately  £25.00, and attendance is usually by middle class, white sections of society. One young person commented on how à ¡nowadays there arenà ¢t many free parties about cos things get busted up more cos of the criminal justice act. (Garratt,D.Roche,J.Stanley,T.1997:pg9) Cultural theorist, such as Hall and Hebdige are concerned with dance music as a sub culture, and how they believe it can lead to young people being corrupt and turning against what society view as Õ. established order. (www.studentcentral.co.uk) They believe this happens as a result of alternative dress code and rituals. To an extent I disagree with their theory with regards to dance music in particular, as I dont believe dance music has an identifiable code of dress at present, and people who participate in my experience, do not consciously set themselves apart from the wider culture. My conclusion is that There are no barriers within dance, (Rietveld,H. Cited in www.studentcentral.co.uk) the music does not discriminate against people on the ground of ethnicity, class or sexuality. Dance music encompasses both underground and mainstream facets of society; in its multicultural approach. Starting in the United States of America in the late seventies as a underground subculture, it has developed to the mainstream of the mid 1990s, beginning to create its own unique culture in the twenty first century. Drugs were a cultural part of different sub-cultural movements, as far back as the sixties, and even today the way we behave in different groups, and associate as individuals is very time, place and culturally specific. Media gained great exposure in the topic of drugs, and still does. Young people and adults alike were associating songs with drug experiences, such as Yellow Submarine by the Beatles, Strawberry Fields, and Lucy in the Sky with Diamonds. Today songs still celebrate the psychedelic experience of drug use, for example, I want to be a Hippie and I want to get Stoned. Young people, as a form of individualistic identity, could interpret this as it was in the hippie era. It is an example of the younger generation wanting to express their own views, rather than succumbing to the values and rules left behind from the older generation. Through the different youth cultures and sub-cultures, we can see how influential attitudes and behaviours can be. For example, Madonna was in the charts singing with her bra in full view, as a result impressionable teenagers were to begin wearing undergarments outside their clothes. Fashion designer Tommy Hilfiger, used youth culture as a publicity stunt for his own personal gain. He gave free clothes to influential youth trendsetters, like the rappers of the early nineties, enabling him to further market his brand. Hilfiger already having the attention of many young people learnt about the computer games world and so decided to sponsor Nintendo. Putting computer systems in his many stores, his jeans were soon to be rated number one by young people in America. Fashion is a huge influencer of youth culture, especially in relation to young women, where all around are representations of ..what it means to be young and female. (Mc Robbie,A.2000:pg198) The daily tabloids, such as the mirror constantly use imagery of petit young females, often using famous people modelling the items. Young people are influenced by these trends, and either purchase the clothing themselves, or rely on their parents goodwill. As young people experience their adolescent years, they may be faced by peer pressure, both positive and negative. At this age, involvement with peers increases, and can offer a sense of physical, emotional, and social comfort. Being part of a peer group can be a source of acceptance, affection, and a place for experimentation. Young people begin to understand their identity and learn about their autonomy, with some peer groups encouraging drug use and anti-social behaviour. Others discourage deviant behaviour, by favouring school activities such as sport, and extra curriculum activities. Peer pressure can by a huge influence, in the development of culture amongst young people, as often they have their own set of rules and norms. For example, to be part of some peer cultures means conforming to certain unwritten rules such as dress code, my own experience was to have Nike trainers was to be accepted. Being accepted into a group, through the necessity to consume a certain product, can have a direct effect on your parents. For those who could not afford to buy into the culture, catalogues and getting into debt was the answer. Of course you could argue that parents choose to buy or not to buy, and most bought from fear of their child being bullied, and so If the negative effect of peer pressure is to be minimised, youth, parent, school and community leaders must come together to establish workable and effective strategies to guide teenage behaviour and to support their transition from children to mature, responsible adults. (www.ianrun.unl) In our everyday life, we here adults and parents complain of how young people and themselves lack the same experiences, complaining about the generation gap between them. Through the media and from a political point, young people are viewed as irresponsible, materialistic and so on. Adults tend to speak of young people in a way that represents them, as being venerable, and easily mislead, often not intellectually developed. These assumptions form the basis for exclusion of young people in policies, such as the age of drinking, driving a car, watching certain movies and reading certain books. Some adults see young people as immature, and say everything has been handed to them on a plate. The common theme is that young people today did not experience hardships their parents had to, or the reality of the labour market. The new generation, are seen as ungrateful to their elders who worked hard to reach this level of wealth. These kind of comments were said about youth in the 50s, right through to the present day, and will continue to be said about the following generation. Government policies will affect youth culture, to the extent that young people choices will be limited. For example the banning of various song lyrics like the rapper Eminem, takes away the right to choose which materials to buy. For young people to be regarded as citizens in their own right, it is indispensable that they are involved in the making of policies affecting them. Citizenship teaching in schools is a relatively new initiative, enabling young people to engage with issues affecting them. Learning how to become active citizens, through the development of skills, enabling them to challenge government officials, will be instrumental in the process of young people be listened to and heard. For citizenship to be productive and promote equality, it needs to be focused on not only the production of the ideal citizen, where people conform to government requests. It will undoubtedly affect youth culture, by educating people to think along the same lines. To an extent removing the element of choice, by stopping the natural developmental process. Citizenship in many ways, is based on the very subject of consumerism, young people to an extent can consume, for example fashion. Although fundamentally, not being economically stable is a barrier to their being a fully-fledged citizen, of the consumer society surrounding them. Theorists such as Thornton (1997), (Miles,S.2000:pg3) have emphasised how in studying young people, sociologists have tended to focus on culture and subculture negatively. Using young people as a key element of their study, they have ..labelled and therefore framed, shaped and delineated social formations. (Miles,S.2000:pg3) This has resulted in difficulties when distinguishing between the dominant and less dominant cultures. Wyn and White (1997), explain how when using age to distinguish between culture, it can lead to the portrayal of a masculine, white (and rebellious) middle-class experience of the norm. (Wyn,J.White,R.1997 cited in Miles,S.2000:pg4) The danger here is the eradication of important influences in young peoples lives such as institutions, political and economical circumstances. To an extent, sociologists have misused the concept of youth and their sub cultures, focusing too much on theory. Used appropriately, the study of youth sub-cultures can help us all learn a great deal into the experiences that shape young peoples lives. In conclusion, I believe that consumer capitalism through its marketing products, promotes the idea that young people can develop their own identity. Fundamentally important, is the need to recognise that young people of the twenty-first century are more likely to create their own lifestyles. This will undoubtedly be to a greater extent than their parents ever would, and consumption is a useful element in this process. People are both producers and consumers of goods, and I argue that young people through their consumer habits choose goods, which reflect and express their identity and individualism. To consume certain marketing items such as a mobile phone, the latest fashion accessories or the most updated computer, is fast becoming the key to acceptance into certain cultural groups. You can order a custom essay, term paper, research paper, thesis or dissertation on Youth Culture topics at our professional custom essay writing service which provides students with custom papers written by highly qualified academic writers. High quality and no plagiarism guarantee! Get professional essay writing help at an affordable cost.
Thursday, November 21, 2019
PHILOSOPHY FINAL EXAM PAPER Essay Example | Topics and Well Written Essays - 2000 words
PHILOSOPHY FINAL EXAM PAPER - Essay Example One hand writes â€Å"red.†The other writes â€Å"blue†. The left brain is able to enunciate â€Å"I see red.†The verbal component is important, because Parfit’s definition of identity is that identity exists because we talk about it, we name it. So the split-brain, Parfit says, represents two streams of consciousness. Both hemispheres are conscious as long as they are intact. Parfit then says this dual consciousness equals two people in the same body. Then he says that in the sense that identity is a named collection of objects (memories, thoughts, emotions) there are no identities here, because the original person has been split in two. I believe that consciousness equals identity, but more on that later. Stairs posits the Ego Theory, where the existence of the ego explains the existence of the person. Parfit’s shallow definition of personal identity as a named collection of parts is put to the test. Stairs wants Parfit to look at the complexity of the collection: â€Å"we do make a distinction†¦between mere assemblages and things that have a coherence or unity†¦From the mere fact that a thing is compound, it simply does not follow that its existence as a thing is merely nominal†(Stairs). ... Parfit says that a person is a long series of experiences, thoughts and feelings. Memory is â€Å"a causal relation that ties together the items in the series†(Stairs). In Bundle Theory, this group or series of feelings has certain facts that can describe them, as well as describe the causal relationships between them (Stairs). Parfit does an â€Å"either or†or false dilemma argument between Ego Theory and Bundle Theory, stating: â€Å"Either P or Q Not--P Therefore, Q Either the Ego Theory or the Bundle Theory is correct The Ego Theory is not correct Therefore, the Bundle Theory is correct.†(Stairs). Is the premise true? No. It is a false dilemma: Either A or B. No alternate explanations are provided, even though they may exist. The form of the argument is correct, but the initial premise is false. The argument is invalid. Stairs disagrees with Parfit in the example of identity as memory: â€Å"The process that led from your experience to my memory [of you t elling me about your experience] is not the right sort to bring two events into the series that composes a life†(Stairs). My memory of your story of your experience is not the same as your experience, or your memory of your experience. I can’t get past the idea that the identity does not survive, yet something survives. Here are some arguments. On page 5: In hoping for both to survive, I would be preferring death (for one half--my addition) to survival. Definition of terms: survival=one half survives. I=ego presupposing my existence=me. If survival is possible for me if one half survives and If survival is impossible for me if both halves survive Then I would hope for one half to survive. Wishing for both to survive implies a death wish until survival
Wednesday, November 20, 2019
Reflections Essay Example | Topics and Well Written Essays - 2000 words - 1
Reflections - Essay Example When moving from one place to another within the city, I tend to use a vehicle and rarely do I use public means. I travel by air on many occasions and I believe that this has contributed significantly to my carbon footprint. In addition, my food footprint is quite high and this may be due to my omnivorous nature. It was extremely rare for me to consume organic food and this may have contributed to the footprint. If everyone in the world were to have the same lifestyle as I do, then about 4.43 earths would be needed to sustain the population. This means that the earth’s resources would be depleted faster than they are supposed to be, perhaps even within a generation. If we were to continue using resources at that rate, then the resources would become scarce and consequently, there would be absolute chaos as people fought over the resources that are left. It would also mean the destruction of the entire earth’s ecosystem as plants and animals would become extinct. The foremost changes that I made for the week was to shift from the use of heavy carbon emitting transport to cleaner transport, hence a reduction of emissions to the atmosphere. Among the steps I took to accomplish this was to start walking, especially when moving over short distances, the use of public transport, and finally, the use of transport that does not emit carbon, such as bicycles. In addition, I added energy saving features within my home and adopted habits whose purpose would be to save energy. I took to the consumption of organic foods because this would help an immense deal in the discouragement of nonorganic foods. The first adjustment I made to the categories of carbon and food footprints was to reduce significantly my air travel unless it was necessary that I had to travel. Furthermore, I believed that it would be for the best if I stopped using a personal vehicle and instead adapt to using public means because this would ensure that there was a
Sunday, November 17, 2019
The Popularity of Teachers Essay Example for Free
The Popularity of Teachers Essay Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation. Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning. It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about â€Å"scruffy†teachers. Since the 1920s, the issue of teachers’ qualifications, which can guarantee their effectiveness, has been of concern for not only the science of Pedagogy, but also for those in charge of staffing schools with qualified professionals. As regards this issue, modern studies have revealed that the way in which a teacher carries out his work is determined by the union of his personality traits and acquired knowledge. A â€Å"good teacher†should possess a wide range of qualifications, which could, schematically, be classified as follows: ÃŽâ„¢. Personality traits, attitudes and beliefs These include personality traits related to the professional role of a teacher, which can be nurtured and developed through initial education and continuous training (Whitty 1996: 89-90). Specifically, studies have shown that traits such as flexibility in terms of the appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm, creativity, care and interest in the students, all contribute to the effectiveness of teachers (Malikow 2005, Harslett et al. 2000). These also include a teacher’s attitudes and beliefs on teaching, learning, his role, all of which affect the way he chooses, evaluates and comprehends the knowledge acquired, as well as the way he benefits from this knowledge in practice, as this very practice is shaped by that knowledge (Feiman-Nemser 1990, Schà ¶n 1983, Zeichner Liston 1996). The attitudes of teachers affect their degree of commitment to their duties, the way they teach and treat their students, as well as how they perceive their professional growth (Chen Rovegno 2000, DarlingHammond 2000). Specifically, teachers that have high expectations for their students and insist on promoting learning for all students tend to be more effective ( Malikow 2005, McBer 2000). Another factor which contributes to the effectiveness of teachers is a feeling of commitment to the job at hand (Coladarsi 2002) and interest in the personal life of students and their families (Harslett et al. 2000). Lastly, â€Å"knowledge of self†and contemplation are worth mentioning, in that they presuppose critical and careful reflection, on the part of the teacher, on his actions and self (Turner-Bisset 2001: 110-112). McBer (2000), from a series of interviews with teachers, identified 16 â€Å"professional characteristics†, including personality traits and individual attitudes, which she then classified into five groups: a) Professionalism: commitment, confidence, trustworthiness, respect;. b) Thinking: analytic and conceptual thinking; c) Expectations: disposal of achievement of high objectives, disposal for permanent comprehension of reality (e.g. the students, the order), and undertaking of initiatives; d) Leadership: flexibility, accountability, passion for learning; e) Relations with other: fertile interaction with involved in the educational process, skills of common work, comprehension. ΙΙ. Pedagogical Skills and Knowledge Didactic and pedagogical skills are not only understood as familiarization with techniques that are then used mechanically, but also as the acquisition of routines which, without a doubt, every teacher needs in order to save time and energy for the more significant aspects of his work; at the same time, they refer to a set of theoretical principles and research data that lead to a variety of techniques and strategies which a teacher chooses and shapes, depending on the circumstances (for the discussion on teacher skills as an element of professional competency, see Beyer 2002: 311, Conczi et al. 1990, Oser et al. 2006: 1-7). A plethora of related studies shows specific actions by teachers which can be considered factors for their effectiveness. With regard to the teaching approach, it seems that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004): set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select participative forms of teaching, test and create didactic material, present information in a clear manner, combine words with pictures, use various teaching aids, maximize teaching time through systematic measures (e.g. planning, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform the students about them, and provide feedback to the students. Another decisive factor in effectiveness is a teacher’s ability to recognize the diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al.2000). Yet another important factor is teachers’ cooperation not only with the students, but also with the parents of the students, their colleagues and the community at large (Jasman 2002). Lastly, effectiveness, to a great extent, depends on the way problems in the classroom are managed. Research shows that more effective teachers keep all happenings in the classroom in check, that they are constantly on alert, that they swiftly deal with any problem that may arise and that they adopt various ways of working with students (Everston and Randolph 1999, Wang et al. 1999). A basic qualification, whatever the case, is the acquisition of an extended body of knowledge which contributes to the way the teacher performs in practice (Birman et al. 2000, Hawley Valli 1999). Generally, a teacher’s training is classified into three fields: subject knowledge, pedagogical and didactic studies, and teaching practice. However, what still needs to be defined is what should be taught in these educational fields, especially in pedagogical studies. A way to define the contents of â€Å"professional knowledge†is to provide answers to the following questions: â€Å"What makes up the pedagogical and didactic work of a teacher?†and â€Å"What knowledge type and qualifications are needed for a teacher to cope?†According to Shulman, pedagogical thought and action go through the following stages: a) understanding / perception; b) modification / transformation; c) teaching; d) evaluation; e) feedback; f) reflection. For a teacher to cope with the above, â€Å"professional studies†are required, that is: a) pedagogical content knowledge and b) curriculum studies (Shulman 1986, Shulman 1987: 14-19). Turner-Bisset suggests a course that would instil the necessary qualifications and focus on the following fields (Turner-Bisset 1999: 43-48, Turner-Bisset 2001): â€Å"substantive knowledge†, â€Å"syntactic knowledge†, beliefs about the subject, knowledge of curriculum, knowledge of contexts, knowledge of self, didactic training, knowledge of learners, knowledge of objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject. This body of knowledge, that can guarantee a teacher’s expertise, is determined by existing conditions and contexts, as well as the personal experiences, beliefs and needs of each teacher, a fact that renders an a prior definition of this knowledge extremely difficult. Nevertheless, there are knowledge fields that constitute a necessary prerequisite for every teacher, or at least for a large part of them, (Meijer et al. 1999, Meijer et al. 2001), and which form the basic part of â€Å"professional knowledge†. These include: a) Subject knowledge: the teaching subject does not coincide with the corresponding science; however, teaching a particular subject requires familiarization with scientific knowledge. The way each scientific field is approached and studied is strongly defined by the job and duties defined in the job description. For such a specific comprehension of scientific knowledge as a way of teaching, familiarization with the science and its dimensions is necessary. A classification of the dimensions of scientific knowledge is the following (Kennedy 1990): i) science content (opinions, axioms, facts, etc.). It relates to the â€Å"facts†and â€Å"principles†of the science being taught, from which the teacher derives appropriate examples, pictures, etc. for instruction; ii) relations, organization and structure of the contents of a scientific subject. This knowledge on the subject defines the way it is presented to the students, the questions that would pass on the knowledge in a better way, etc.; iii) the research methodology on the scientific field. This knowledge of the methodology contributes to a better choice by a teacher of the methods through which he will approach the subject, the exercises, the questions, etc.; iv) the procedures and ways that contribute to the generalization of the â€Å"truth†, explored in every scientific field and now being acknowledged (syntactic knowledge). Moreover, a teacher should be in a position to approach the subject being taught with specific questions, such as which social norms are connected to the subject, what is its relation to social issues and its value in everyday life (Kennedy 1990). He should also be in a position to diagnose misinterpretations of the knowledge offered by the students and fully comprehend the procedures required for the acquisition of the knowledge and skills connected to the subject being taught (Shulman 1987: 9, Perrone Traver 1996: 395-397, Darling–Hammond BaratzSnowden 2005: 14-16). An extra requirement for a teacher would be knowledge on every subject in the curriculum of the grade he teaches, as this allows him to adopt an interdisciplinary approach to the material, i.e. using pictures, analogies and knowledge acquired by students through other subjects (Ernest 1989). Finally, knowledge of the subject taught is related to a teacher’s beliefs. Research has shown that teachers’ effectiveness is strongly influenced by the opinion teachers have of the subject they teach (Askew et al. 1997, Medwell et al. 1998, Newton Newton 1998). Moreover, teachers with a more â€Å"holistic†outlook on the subjects they teach tend to be more effective (Turner-Bisset 2001: 28-29). b) Knowledge of learners: this comprises knowledge on the biological, social, psychological and cognitive development of students, on issues related to group dynamics and interaction between students as well as teachers and students, students’ behavioral problems, learning motivation, adjustment issues, learning difficulties, etc. c) Teaching methodology: a way to define the necessary qualifications of a teacher is to give a detailed description of the teaching methodology. A schematic presentation of the specific structural elements of instruction follows: i) lesson planning, i.e. a teacher’s pre-lesson activities and actions (for example, organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process). Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the entire semester or academic year); ii) teaching performance, i.e. enforcing the choices made during planning (didactic organization, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids; iii) Evaluation of teaching, i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms, basic principles, assessment techniques). d) Curriculum knowledge: the school curriculum is a tool, which, in a way, determines the didactic choices of a teacher. Teachers should, therefore, know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the state’s role in education (Shulman 1986: 10, Shulman 1987: 9-10). At the same time, however, the demands of society today call for a critical approach to the curriculum and its adaptation to the needs deriving from context. e) General pedagogical knowledge: this field relates to the organisation of the classroom, to motivating and retaining students’ attention, pooling resources, learning theories and pedagogical theories. Shulman refers to â€Å"principles and strategic classroom management and organization, which exceed the knowledge of specific subjects†(Shulman 1986). This type of knowledge is nonetheless acknowledged, as it secures a framework of mental representations necessary for the comprehension and interpretation of the school classroom. Moreover, this knowledge is absolutely essential for lesson planning, as it guides the teacher’s didactic choices (Ernest 1989: 19-20). f) Knowledge of contexts: a teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances; in other words, there are no predetermined attitudes that would suit every occasion. Still, there are certain outlooks on reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on the situation. Hence, knowledge of contexts refers to knowledge of the environment and the circumstances where a teacher is required to work: the school, the region, the state. Specifically, it comprises knowledge of the students and their family background, as well as the entire local community, education system, the organization and management of the school unit, the history and philosophy of education in every state, the institutional framework and administrative structure of education. g) Knowledge of â€Å"self†: a basic qualification of teachers, related to their views on their role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy, etc. and is mainly connected to their professional development through reflection, to learning through their teaching experience, in relation to their working environment (Lambert 1984, Kagan 1992). The way teachers perceive their role defines not only their options, but also the way they comprehend, interpret and use this knowledge (Clandinin Connely 1987). In conclusion, the qualities that can ensure a teacher’s effectiveness are not the sum of his knowledge, but rather the link between the different types of knowledge he possesses. These types of knowledge do not simply coexist: they should form a complete, inseparable unit of knowledge (Kennedy 1990). The degree of connectivity between these separate types of knowledge sets apart a â€Å"competent†teacher from an â€Å"excellent†one, as a â€Å"competent†teacher manages to combine these knowledge forms in part, whereas an â€Å"excellent†teacher uses the knowledge deriving from each separate field most effectively (Turner-Bisset 2001: 131-141). FOREIGN STUDY A wide range of empirical studies examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality. The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options. The highlights of the empirical evidence include: Teacher experience †¢ several studies have found a positive effect of experience on teacher effectiveness; specifically, the â€Å"learning by doing†effect is most obvious in the early years of teaching. Teacher preparation programs and degrees †¢ Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher. †¢ Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects. †¢ Evidence regarding the impact of advanced degrees at the elementary level is mixed. Teacher certification †¢ Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. †¢ Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification. Teacher coursework †¢ Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. †¢ Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge. †¢ The importance of content coursework is most pronounced at the high school level. †¢ While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among new teachers. Teachers’ own test scores †¢ Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement. †¢ Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance. Given that many dimensions of teacher characteristics matterâ€â€preparation in both pedagogic and subject content, credentials, experience, and test scoresâ€â€the findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements. Nor are improvements in teacher quality likely to be realized through the status quo. Most of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored. Nor does the research fully address evidence about teacher quality at the elementary and middle school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education). In opposition to those who propose to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher characteristics and teacher effectiveness. The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools; for disadvantaged, special needs, and advantaged students; and for math, science, languages, English, social studies, and the arts. Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement needed policies associated with staffing every classroomâ€â€even the most challenging onesâ€â€with high-quality teachers, substantial and targeted investments must first be made in both teacher quality and education research.
Friday, November 15, 2019
Puritan Culture :: essays research papers fc
The Puritan pilgrims as a society based many of their practices and customs on religion. Once in America and away from the prejudices they faced in England they were able to freely practice their beliefs as they saw fit. This led to a very strict society in which members were expected to live and behave according the theological rules which they had set for themselves. This strict society also directly influenced the way children were brought up and educated in New England.      Since the pilgrims followed the writings and teachings of John Calvin they believed all men have predetermined destinies set for them at birth by God. In order to be â€Å"saved†in the afterlife they must live their lives according to God’s will and in a sense, fulfill his plan for them. Another strong factor as to why their society must be so reformed is the fact that they were in a new world. They must create a â€Å"new†England for themselves and build an uncorrupted society for their people. They saw themselves as â€Å"a ‘saving remnant’ chosen by God to preserve the true faith in America and inspire religious change in England†(Henretta et. al. 53). To achieve these ideals the settlers must instill the same values they held true in their children so that future societies could lead faithful lives in New England.      Since the children were highly educated in religion this directly affected the way they behaved. Even the laws of their communities were deeply rooted in religion. The Bible was established as a legal guide and instances where there was no law, local magistrates should rule â€Å"as near the law of God as they can†(Henretta et. al. 54). So, to live properly in this society according to its laws a child must live in a Godly fashion.
Tuesday, November 12, 2019
Kubler Ross Essay
The Kubler-Ross model is based on five stages of grief. These are five emotional stages that someone can experience when faced with death or some other loss. The five stages are Denial, Anger, Bargaining, Depression and Acceptance. Kubler-Ross noted that these stages are not meant to be a complete list of all possible emotions that could be felt, and they can occur in any order. Reactions to loss and grief are as different as each person experiencing them. We spend different lengths of time working through each step and express each stage more or less intensely. We often move between stages before achieving a more peaceful acceptance of death. Many of us do not achieve this final stage of grief. â€Å"Many people do not experience the stages in the order listed below, which is okay. The key to understanding the stages is not to feel like you must go through every one of them, in precise order. Instead, it’s more helpful to look at them as guides in the grieving process  it helps you understand and put into context where you are. †Denial â€â€One of the first reactions to follow a loss or news of an impending loss is Denial. What this means is that the person is trying to shut out the reality or magnitude of their situation. It is a defence mechanism that buffers the immediate shock. We block out the words and hide from the facts. This is a temporary response that carries us through the first wave of pain. Anger  As the effects of denial begin to wear, reality and its pain re-emerge. We are not ready Because of anger, the person is very difficult to care for due to misplaced feelings of rage and envy. Anger can manifest itself in different ways. People can be angry with themselves, or with others, and especially those who are close to them. Anger may be directed at our dying or deceased loved one. Rationally, we know the person is not to be blamed. Emotionally, however, we may resent the person for causing us pain or for leaving us. We feel guilty for being angry, and this makes us even more angry. It is important to remain detached and nonjudgmental when dealing with a person experiencing anger from grief. Bargaining  The third stage involves the hope that the individual can somehow undo or avoid a cause of grief. The normal reaction to feelings of helplessness and vulnerability is often a need to regain control. Secretly, we may make a deal with God or a higher power in an attempt to postpone the inevitable. This is a weaker line of defence to protect us from the painful reality. Psychologically, the individual is saying, â€Å"I understand I will die, but I am not ready, if I could just do something to buy more time†¦Ã¢â‚¬ People facing less serious trauma can bargain or seek to negotiate a compromise. For example â€Å"Can we still be friends? †when facing a break-up. Bargaining rarely provides a sustainable solution, especially if it is a matter of life or death. Depression â€â€The grieving person begins to understand the lack of control over the situation. Much like the existential concept of The Void, the idea of living becomes pointless. Things begin to lose meaning to the griever. Because of this, the individual may become silent, refuse visitors and spend much of the time crying and sullen. This process allows the grieving person to disconnect from things of love and affection, possibly in an attempt to avoid further trauma. It is natural to feel sadness, regret, fear, and uncertainty when going through this stage. Feeling these emotions shows that the person has begun to accept the situation. Acceptance  In this last stage, individuals begin to come to terms with what has happened or what will happen. This typically comes with a calm, retrospective view for the individual, and a stable mindset but reaching this stage of mourning is a gift not afforded to everyone. Death may be sudden and unexpected or we may never see beyond our anger or denial. This phase is marked by withdrawal and calm. This is not a period of happiness and must be distinguished from depression. Coping with loss is a ultimately a deeply personal and singular experience  nobody can help you go through it more easily or understand all the emotions that you’re going through. But others can be there for you and help comfort you through this process. The best thing you can do is to allow yourself to feel the grief as it comes over you. Resisting it only will prolong the natural process of healing.
Sunday, November 10, 2019
Extensive Reading for Efl Learners: a Library Research Essay
Abstract Most of EFL learners do not like reading and they rarely read. It is because some factors such as difficult reading material, uninteresting material and low motivation to read. However, reading skill is important skill to improve learners’ ability in learning a language. From reading, the learners will get much exposure to the language. Therefore, the teachers should introduce a good reading approach for the learners to help them in reading. Extensive reading is one approach which gives the learners an opportunity to get contact with the target language. Extensive reading will motivate learners to read and also learn English. Therefore, it will also enhance the learners’ vocabulary and improve the learners’ language proficiency. Keywords: EFL, Extensive reading, learner. Introduction Reading is one of basic skills which is learnt in English as Foreign Language (EFL) besides listening, writing and speaking. Reading will influence learners’ success in the learning process. Without having a good reading ability, learners will have problems in getting any information from reading sources such as book, newspaper, or journal. As stated by Richard Anderson and the Commission on Reading â€Å"reading as the process of constructing meaning from written texts†. Reading is one way to get information from the source that was written. However, reading is not an easy skill to be learnt. There are some factors that influence the result of the reading activity such as the type of reading, environment, and reading material. In most EFL classes, the focus of the reading skill is on the study of vocabulary and grammar, which is known as intensive reading. That kind of language lesson is not reading at all (Alderson and Urquhart, 1984; Robb and Susser, 1989 in Sheu, 20 03). Moreover, the reading itself should be more than studying the vocabulary and the grammar. The most important of reading is to understand the information in the text, in the other words the focus of the reading is in the reading comprehension. It makes the learners have little time for reading practice in their learning process. As the result, they are maintaining their ability which can help them to read extensively and understand the content of the text latter. Some researchers have introduced some approaches which can help the learners to develop their reading comprehension. One of the approaches is extensive reading. Extensive reading is contrasted with the intensive reading which is slow reading and careful reading which will take much time. According to Sheu (2003) â€Å"an extensive reading (ER) approach appears to be most appropriate option for improving learners’ language proficiency and reading ability†. This kind of reading approach can help the learners to maintain their reading skill and reading ability, because they do not need to know the meaning of every word in the text. It concerns more in the context meaning which help the learners to reduce the time spent for reading. This article will show some reasons why the teacher should use extensive reading (ER) in teaching EFL. Definition of Extensive reading Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners’ view and review of unknown words in specific context will allow them to infer the word’s meaning, and thus to learn unknown words (Wikipedia.org). Extensive reading is a kind of reading that ask the learners to read large amount of books which are relative easy and understandable for the learners. It also means reading for pleasure, because the learner read what they want to read or their favourite books. The aim of this approach is to develop the learners’ reading interest and to give them more opportunities to get a large contact with the foreign language in order to master it. Extensive reading will help the learners to understand the meaning of a text or to get the information in the text as quickly as possible. Moreover, reading is one way to get a large contact with the foreign language. However, the learners have limited time in the class to get large amount of reading practice. Therefore, they need to have their own reading practice outside the class. The reading source should be understandable and also should fit with their current level of language comprehension. Therefore, in this approach, the learners are given a freedom to choose and read their favourite books or anything that they want to read. As stated by Nancy (2000) by reading many books that fit in with their language level and also understandable for them, there will be some changes occur in the learner, such as: a.Learners become able to visually and mentally process written English in a smoother, more natural way, rather than in a halting process of translating. Because the readers progress smoothly and comprehendingly through short and easy books, they are able to understand the overall flow of stories and organization of nonfiction texts. b.The foundation of English vocabulary and grammar become better established and remembered by being processed in the mind dozens or hundreds of times in natural, comprehensible contexts. c.Many of the variations of high frequency vocabulary and grammar elements that are too numerous to learn explicitly, can be learned incidentally by reading texts composed exclusively of this high frequency lexical and grammatical core. d.Learners feel satisfied and enjoy a sense of accomplishment from reading many books on their own. This increases their confidence and autonomy. e.Learners who have experienced successful English reading on their own are more appropriate to develop a reading habit. They are more likely to read outside of their courses and after their formal education ends. The characteristics of Extensive Reading 1.Reading Material In this reading approach, the teacher need to provide the learners with large amount of books which are appropriate with the language level of the learners and also the books which the students may interested in. It will be better if the books are kept in the classroom because it will give the learners an opportunity to read in their leisure time and also give them the opportunity to borrow the book. It will also help the teacher to direct the learners to read. 2.Students choice In extensive reading approach, the learners are given freedom to choose the books that they want to read based on their interest. If the learners find difficulties in reading that books, they can return the book and choose other books. 3.Reading for pleasure and information Usually learners do not like to read. They feel frustrated to understand the reading text which is too far from their language level, because they are asked to understand the whole words in that text. It will make them do not want to try to read. In the extensive reading, the learners are asked to understand the text without forcing them to understand every single word in the text. This approach will maintain the learners’ interest in reading. 4.Extensive reading out of class In extensive reading, the teacher can persuade the learners to read a lot even outside the classroom. As stated before, when the books are kept in the classroom, it will encourage the learners to borrow books and take it home, it will help to maintain learners’ reading ability. 5.Language level The level of vocabulary and grammar in the books that the learners read should not pose difficulty. It is because the purpose of the extensive reading approach is motivating the learner to read and also encouraging the learner’s reading fluency. However, the books should not too easy, because it will lead the learners’ feeling that they get nothing from reading that kind of books. 6.Use of dictionary Reading becomes a boring activity for the learners because they need to stop their reading to look up every word that they do not understand in the dictionary. Therefore, the use of the dictionary in this kind of reading should be avoided when their reading flow. They can write or take note for some difficult words and can look them up after they have finished their reading. 7.The teacher role in Extensive Reading In the extensive reading, the teachers’ roles are to encourage, to motivate, and to help the learners with their reading. The teachers can involve their individual counseling in the learning process. This situation gives the teachers an opportunity to ask learners’ reading experiences and also ask learners’ problems in reading during or after class time by checking and commenting on written summaries that learners do of their reading (Susser and Robb, 1989). By making summaries, the learners are given opportunities to demonstrate what they get from reading and allow the teacher to check their understanding to the texts or books that they have read. The teachers’ role is also as a model for the learners. When the teachers are also seen to be a reader by the learners, it will encourage them to read. The teachers can talk in class about the books that they have been read. If the teachers are knowledgeable about the books in the class library and having them r ead, they can give recommendations to learners about what to read. The teachers can also read aloud to the learners, as a way of introducing students to different genres or individual books. Benefits of using Extensive reading technique for EFL students Many researchers have been held some research to know the benefit of using Extensive reading technique (ER) and also to demonstrate the effectiveness of ER to support the development of language acquisition for the learners. First, extensive reading can improve learners’ motivation in learning English. One characteristic of extensive reading is that the learners can choose books or articles in which they are interested because learners have their right to choose books or articles that they like to read. According to some result of experiment by Shang, Briody and Lin (2006), the learners prefer reading articles or books which they are interested in, rather than reading textbooks. Therefore, learners have more motivation to read English materials. Second, extensive reading can enhance learners’ vocabulary. In the process of extensive reading, the learners can read some words which show up frequently in the articles or books. When the learners read more and more, they will become familiar with the words that they usually read. They can understand those words and memorize them easier. In addition, learners have greater motivation to learn some special or interesting words through reading. Consequently, extensive reading can enhance learners’ vocabulary, these findings fit into the literature (Lai, 1993). Third, extensive reading can improve learners’ reading comprehension. Learners can comprehend more extensive vocabularies, build their reading ability, and access to background information through extensive reading. When learners read more, their vocabularies could be developed. Once the learners’ ability in vocabulary has been developed, it will be easier for them to get and understand the main idea from articles and other texts. Fourth, extensive reading can improve learners’ overall language proficiency. It does not only improve their reading skills but also improve learners’ skills in listening and also speaking as reported by Cho and Krashen (1994). Writing skill is also impacted by reading extensively as reported by Elley and Mangubhi, (1981) and Janopoulos, (1986). The most important thing is that extensive reading will make the learners become better readers. Research in languages learning shows that learners learn to read by reading. It means that the more they read, the better reader they become. Conclusion Extensive reading is an approach which give the learners high amount of reading chance. It is a good technique which can give the learners high contact with the target language which can help them to master the language. There are some benefits of using extensive reading for EFL learner such as: improving learners’ motivation in learning English, enhancing learners’ vocabulary, improving reading comprehension, and also improving language proficiency (speaking, listening, writing and reading skill). References Alyousef, Hesham Suleiman. (2005). Teaching reading comprehension to ESL/EFL learners. Retrieved from www.readingmatrix.com/articles/†¦/article.pdf. Bell, Timothy. (1998). Extensive reading: why? and how?. Retrieved from http://iteslj.org/articles/bell-reading.html Hafiz, F.M., &Tudor, I (1989). Extensive reading and the development of language skills. English language teaching Journal, 43, (pp 4-13) Lan, Yu-Ju., Sung, You-Ting., & Chang, Kuo-En (2006) Collaborative early reading EFL reading among distributed learners: a simulation pilot study. The JALT CALL Journal, 2006, vol.2, No.2, pp3-18. Maley, Alan. (2009). Extensive reading: why it is good for our students†¦ and for us. Retrieved from http://www.teachingenglish.org.uk/articles/extensive-reading-why-it-good-our-studentss†¦-us Mason, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25, 91-102. Retrieved from http://www.benikomason.net/†¦/extensive_reading2.pdf Richard, R.D. The benefits of extensive reading (ER). Retrieved from www.oup-bookworms.com/†¦reading/er_article. Shang, Hui-Fang., Briody, Paul., Lin, Chia-Yun. (2006) The effect of extensive reading strategies on
Friday, November 8, 2019
Whats Wrong With The Intelligence Cycle Example
Whats Wrong With The Intelligence Cycle Example What's Wrong With The Intelligence Cycle – Coursework Example How should the intelligence cycle work? Provide your own model. Before answering of how intelligence cycle should work it is reasonable to answer howintelligence cycle usually works. The intelligence circle often works the way which is considered the most effective when decision makers initiate issuance of requirements which then turns into collection, interpretation, and analysis of the information achieved. This method of intelligence cycle work is the most traditional and the most reliable and it is based on the preliminary information and the situation in the state assessment. However, it presupposes that intelligence managers are initiative and control the regularity of concerns received from police on all the levels. The choice of the information is explained by the overall situation in the world and in the country in particular (Johnson, 2007). However, this method leaves intelligence certain gaps of information for the intelligence, and the most important that detecting thos e gaps is impossible without achieving the information from police consumers themselves (Johnson, 2007). Unfortunately, this way of intelligence cycle is not very popular because citizens often consider that intelligence agency is able to alarm their problems, and it is true but still prevention works better than elimination of the problem. In many cases policy consumers themselves are able to express their requirements to intelligence managers: they can share with their worries or point to the directions in which intelligence should work. And it concerns citizens leaving n the territory of the country as well those living abroad. This method can be very effective and reliable if a certain basis for information reporting is created and I mean easy and effective system such as the one created online to which everyone can have access without problems but still be protected. BibliographyJohnson, L. (2007). Strategic Intelligence: The Intelligence Cycle: The Flow Of Secret Information F rom Overseas To The Highest Councils Of Government, Westport: Praegar Publishing.
Tuesday, November 5, 2019
The Great Gatsby Quotes and Analysis
The Great Gatsby Quotes and Analysis The following quotes from The Great Gatsby by F. Scott Fitzgerald are some of the most recognizable lines in American literature. The novel, which follows the pursuit of pleasure by the wealthy elites of the New York Jazz Age, deals with themes of love, idealism, nostalgia, and illusion. In the quotes that follow, well analyze how Fitzgerald conveys these themes. â€Å"I hope shell be a fool – thats the best thing a girl can be in this world, a beautiful little fool.† (Chapter 1) Daisy Buchanan is talking about her young daughter when she makes this seemingly-unfeeling statement. In reality, this quote demonstrates a rare moment of sensitivity and self-awareness for Daisy. Her words show a deep understanding of the world around her, particularly the idea that society rewards women for being foolish rather than smart and ambitious. This statement adds greater depth to Daisys character, suggesting that perhaps her lifestyle is an active choice rather than the result of a frivolous mindset. â€Å"It was one of those rare smiles with a quality of eternal reassurance in it, that you may come across four or five times in life. It faced – or seemed to face – the whole eternal world for an instant, and then concentrated on you with an irresistible prejudice in your favor. It understood you just as far as you wanted to be understood, believed in you as you would like to believe in yourself, and assured you that it had precisely the impression of you that, at your best, you hoped to convey.† (Chapter 3) The novel’s narrator, young salesman Nick Carraway, describes Jay Gatsby thusly when he first encounters the man in person. In this description, focused on Gatsby’s particular manner of smiling, he captures Gatsby’s easy, assured, almost magnetic charisma. A huge part of Gatsby’s appeal is his ability to make anyone feel like the most important person in the room. This quality mirrors Nick’s own early perceptions of Gatsby: feeling unusually lucky to be his friend, when so many others never even meet him in person. However, this passage also foreshadows Gatsby’s showmanship and ability to put on whatever mask someone wants to see. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. (Chapter 3) Although The Great Gatsby is often held up as a celebration of Jazz Age culture, it’s actually the opposite, often critiquing the era’s carefree hedonism. Fitzgerald’s language here captures the beautiful but impermanent nature of the wealthy’s lifestyle. Like moths, they’re always attracted to whatever the brightest light happens to be, flitting away when something else grabs their attention. Stars, champagne, and whisperings are all romantic but temporary and, ultimately, useless. Everything about their lives is very beautiful and full of sparkle and shine, but disappears when the harsh light of day- or reality- appears.  â€Å"No amount of fire or freshness can challenge what a man will store up in his ghostly heart.†(Chapter 5) As Nick reflects on Gatsby’s opinion of Daisy, he realizes how much Gatsby has built her up in his mind, so much so that no real person could ever live up to the fantasy. After meeting and being separated from Daisy, Gatsby spent years idealizing and romanticizing his memory of her, turning her into more illusion than woman. By the time they meet again, Daisy has grown and changed; she is a real and flawed human who could never measure up to Gatsby’s image of her. Gatsby continues to love Daisy, but whether he loves the real Daisy or simply the fantasy he believes her to be remains unclear. â€Å"Can’t repeat the past?†¦Why of course you can!† (Chapter 6) If there’s one statement that sums up Gatsby’s entire philosophy, this is it. Throughout his adult life, Gatsby’s goal has been to recapture the past. Specifically, he longs to recapture the past romance he had with Daisy. Nick, the realist, tries to point out that recapturing the past is impossible, but Gatsby utterly rejects that idea. Instead, he believes that money is the key to happiness, reasoning that if you have enough money, you can make even the wildest dreams come true. We see this belief in action with Gatsbys wild parties, thrown just to attract Daisy’s attention, and his insistence on rekindling his affair with her. Notably, however, Gatsbys entire identity stemmed from his initial attempt to escape his poor background, which is what motivated him to create the persona of Jay Gatsby. â€Å"So we beat on, boats against the current, borne back ceaselessly into the past.† (Chapter 9) This sentence is the final line of the novel, and one of the most famous lines in all of literature. By this point, Nick, the narrator, has become disillusioned with Gatsbys hedonistic displays of wealth. He has seen how Gatsby’s fruitless, desperate quest- to escape his past identity and recapture his past romance with Daisy- destroyed him. Ultimately, no amount of money or time was enough to win Daisy, and none of the novels characters were able to escape the limitations imposed by their own pasts. This final statement serves as a commentary on the very concept of the American dream, which claims that anyone can be anything, if only they work hard enough. With this sentence, the novel seems to suggest that such hard work will prove futile, because the â€Å"currents†of nature or society will always push one back towards the past.
Sunday, November 3, 2019
Article Review 1 Essay Example | Topics and Well Written Essays - 500 words
Article Review 1 - Essay Example The study by The Employment Policies Institute, a nonprofit research organization, proves that for every 10 per cent increase, the unemployment among minorities like the Hispanics, teenagers and African Americans has increased considerably. Moreover, low-skilled unemployment among high school drop-outs has also grown. Studies by Dr. David Neumark, a University of California, Irvine economist, support these findings and states that the law has â€Å"the largest negative effects on low-skilled employees, such as teens and minority teens†. By destroying the opportunities of entry-level jobs for many, the law robs them of the right to learn skills and develop good work habits which would help them develop a career. James Sherk, a labour policy analyst at the Heritage Foundation, points out that the law also has the negative effect of reducing many workers’ job opportunities and working hours. He observes that â€Å"wage hikes cause businesses to reduce the number of workers they hire and the hours they ask their employees to work†. Though there are some workers who initially earned near the minimum wage experience gains, the general impact would be a negative one for those who seek entry-level jobs, as Neumark’s study suggests. According to the Hoover institution, 20 per cent could lose their jobs unless there are offsetting tax cuts for small businesses. Lambro points out that there is an increasing tendency among industries to replace workers with machines, computers and the internet facility, to avoid the extra expenses they would have to meet by paying the minimum wages to a large number of people. Such job reduction will accelerate if the law continues to impose burde n on small businesses. Moreover, Sherk’s study also points out that the general benefactors of the law are not poor, dispossessed people, but teenagers from affluent families. This again reduces the
Friday, November 1, 2019
Should free access to Birth Control be Provided by every By Every Essay
Should free access to Birth Control be Provided by every By Every Government as a Basic Human right - Essay Example Some of the commonly encouraged contraceptives are barrier contraceptives. They include male and female condoms. They prevent unwanted pregnancies including sexually transmitted diseases. In addition, they do not have any side effects and are provided free by the government in hospitals, universities and other public places. The hormonal and intrauterine devices prevent unwanted pregnancies, but also possess side effects (Darney 23). They do not prevent sexually transmitted diseases. Side effects include cardiovascular risks, blood clots and breast cancer. There is economic growth when there is birth control. That is why the government is always campaigning for a couple to get children that they can afford and to reduce population growth. Economy grows because there is no large population that is depending on the few resources that the government has (Darney 23). There are fewer dependent children and both parents can participate in workforce contributing to the growth of the economy. Politically, birth control has been encouraged by licensing birth control devices. The government offers free birth control pills and devices to poverty stricken areas. Health education is also encouraged in school by the government. Primary schools, high schools and universities pupils are taught against the consequences of unsafe sex. Health workers have been trained in providing health care services in hospitals and this is encouraged by the government. Free access to birth control should be provided by governments as a basic human right because people will be in a position to have a child when they are financially and emotionally stable. Teenagers who do not have access to free birth control often end up getting pregnant while they are still in school. This is often embarrassing to the girl and the girl’s parents (Weschler 55). The pregnant girl drops out of a college or high school to take care of
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