Final Exam Civil War Essay Example | Topics and Well Written Essays - 1000 words

Final Exam Civil War - Essay Example The Missouri contract of 1820 was a warning signal of the civil war that was looming. When Missouri applied for admission in the United States in 1918, people were awakening on the issue of slavery. At that time, the issue of slavery was very sensitive between the southern pro slavery states and Northern antislavery states. Consequently, the requirements set for Missouri’s’ admission suggested that it had to restrict slavery within its boundaries. Moreover, before its admission, the number of slave states and Free states in congress was equal. The admission of Missouri in either category would result in a shift in power. The admission of Maine as a free state, however, resulted in Missouri’s admission as a slave state with all the benefits that the other slave states enjoyed. Later on, the pro slavery Missouri state presented a law, forbidding legislature to free slaves against their masters’ wishes (McDevitt 121). The southern states felt threatened by the rapid growth of power of the Northern states politically and economically. They feared that the Northern states might stall slavery expansion as they had tried before the Missouri Comprise. The Northern legislators wanted to prevent the spread of slavery to the new states. However, Southern legislators wanted the new states to be allowed to carry out slavery (Burgan 6). This and other differences resulted in the civil War (Gallagher 239). As mentioned earlier, the south was predominantly agrarian. They produced tobacco, cotton and other products, which the north used as raw materials in their industries. Since the Northern States were industrialized, they manufactured most goods thereby benefiting most. They invested the revenues collected in economic expansion. On the contrary, the Southern states who were the producers paid high manufacturing tariffs and other shipping costs. They felt exploited by the North because 90% of their revenue at that time went into taxes

It is a research paper about the topic (Homeless Families) Essay

It is a research paper about the topic (Homeless Families) - Essay Example A majority of these people are thrust into the homeless state by life-altering events that were unexpected. Some tragic life occurrences such as job loss, domestic violence, family disputes, and loss of loved ones can lead to homelessness (Bassuk et al, 2010). Homelessness is by and large a three-pronged problem. It is affected by economic, political, and social factors. The state of homeless families exploded in the early 1980s when federal funds were withdrawn from social assistance and low-income housing programs. The programs were meant to cater for the mentally ill and low-income families. Lack of affordable housing and the rising gap between earnings have left many of families and individuals in America homeless (Nunez, 2000). Economic factors are a central cause, as are social factors such as long-term drug addiction, mental illness, and alcoholism which can contribute to homelessness. Studies show that at least 25 percent of homeless people suffer from a kind of mental illness (NHC 2006). Twenty percent of the homeless are also drug and alcohol addicts, and the lack of access to affordable care can leave them vulnerable to the problem for their entire lives. This paper evaluates various aspects of homeless families such as how hom elessness affects children, and what society is doing to alleviate the problem (Bassuk et al, 2010). The rate of homelessness among American families has grown extensively over the last two decades. Between 2007 and 2010, the number of homeless families rose significantly. In 2007, 30% of the homeless people were in families and the percentage changed to 35% in 2010. This percentage is, however, devoid of the proportion in the suburban and rural areas (Khadduri & Culhane 2011). The affected families experienced frequent moves while in search of employment and secure affordable housing. The turbulence resulting from the movement affects children, and they

The Important Things in Life Essay Example for Free

The Important Things in Life Essay In life there are many things that we can get caught up in, but sometimes it is important to focus on the things that are really important such as family, friends and hobbies. By changing the focus in life from the every day hectic problems to these important things it is easier to survive the daily stress. Family is one of the most important things in life, because family members are the people who spend the most time with us and who help us through the stressful times in life. They are the people who understand and support us and accept us for who we are. Friends are another important aspect of life, because friends keep us grounded and can share the secrets we do not want to share with our family. They share many of our experiences and our dreams. Friends are important, because they are the people who choose to be around us. One additional thin that helps us deal with stress is to spend time with the things we enjoy such as studying or creating art. Everyone has some kind of thing they enjoy that can take the stress of the day away if the person takes the time to enjoy them. Every person needs to set priorities in life and take the time to enjoy the things that are important. The things like work, school and life will still be there the next day, but after taking time to enjoy a little time they will be easier to face. It is important for our overall health to take time out for the things we enjoy in life. Patterns in Art Anyone who is creative is fascinated with art. Personal studies in art are a way to learn about the world in which we live. One of the first and most basic studies in art is the use of repetition to form a pattern. It is human nature to group things together that appear to belong together. It is a skill most children master by the age of three. We must be able to group objects and text together, in order to make sense of the world or at the very least learn to read. Words are simply grouping letters together in a pattern devised by someone else. We learn to group things first by sorting out the items that look alike (squares in one pile, circles in another). As we get older, the sorting mechanics become more complicated, but the premise remains the same. We still sort items by what seems to go together. Some ways to do this are by drawing lines to section off groups, using color to blend the groupings, or simply by the use of spacing to separate groups. Repetition helps create unity giving the viewer a sense of completion. Use a quilt for example, one quilt block is interesting to see, but it doesn’t look complete, until you add on the other blocks. This helps if a design appears to need something to make it look complete, an artist can try repeating it. Similarity in shapes helps to create unity by playing to the natural human instinct that like things go together. Most people have an ingrained knowledge that stripes and flowers do not go together, but if you put big dots with smaller dots, it works. In order to make the design more interesting, the shapes could be changed somewhat (rotated, flipped, colors changed). This manipulation maintains the unity, but adds character. Again, a perfect example of this is quilt designs. They show ways that repetition and manipulation of shapes helps to make an interesting pattern (Rhine, 2004). Emphasis is created for many reasons maybe the emphasis is something of importance or interest. It may be the most creative part of the design or the part the artist is the most proud of. Placing the emphasis on a background that is either significantly darker or lighter than the emphasized item would make it stand out more. Coloring it in a bright, bold color makes it draw the viewer’s attention. Resources: Rhine, Marjorie, February 2004, Quilt Design Northwest, Retrieved October 25, 2006, from http://www. quiltdesignnw. com/ Art and Design What is the Difference? The first thing they teach someone in child psychology class is that children are not born with preformed ideas or images. Until a person sees something an image cannot be formed in that person’s mind. Therefore, if something has not yet been invented, its image could not yet exist. It may be true that the idea might exist (example. before Alexander Graham Bell invented the telephone, probably most people had the idea that a better way to communicate was needed. Until, it was actually in solid form; however the image of a telephone did not exist). People build upon current technology to generate ideas for new art or inventions. An example of this is how Henry Ford used the idea of the wheel and horse drawn vehichles to create the first car. Art is defined as â€Å"the product of human creativity† or â€Å"the creation of beautiful or significant thing† (Farlex, n. d) Design is defined as â€Å"To create a detailed plan of something. (Encarta, n. d. ). In short, art means to create and design means to create a plan. The relationship between the two are obvious Both use human creativity one requires a clear thought through plan, where as the other may or may not be planned. A person can throw a paint can at a wall and call it art, but it is not a design. Drawing an animated movie requires thought about what needs to be done to create the precise scene needed to create the illusion of movement. Both are works of art and the creative process, but only one has design. The relationship between design and art has remained constant throughout history. For many years there has been controversy between abstract artists, whose work rarely required a plan and those who have spent time painstakingly getting every detail of a face correct. Both have always called their work art and both have been correct. In graphic design, a plan is needed to either tell a story or portray a specific idea; therefore both the creativity of art and the preciseness developed through planning are necessary for success. Leonardo DaVinci was an artist who used design and spent up to a few years on one painting trying to get it right. He was born the illegitimate son of a lawyer in the town of Vinci in the Tuscan region of Italy (Beckett, 1994). He became one of the most well known artists to come out of the Renaissance period. He was known for his attention to detail, which keeps people looking at his artwork for a great deal of time and finding something new each time they look. He takes the stiffness out of paintings that were so common in his time and before, by softening lines and using shadow (Gombrich,). This art was not created without using a thought out plan, or design. Artists today are still trying to copy his paintings and his style, but none have exactly matched his detail. His art leaves one thinking about the importance of design and planning in art. References: Beckett, Wendy. Excerpt from â€Å"Sister Wendy’s Story of painting†, (1994). Retrieved October 2, 2006, from http://www. artchive. com/artchive/L/leonardo/monalisa. jpg. html Encarta msn dictionary. (n. d. ) Retrieved October 2, 2006, from, http://encarta. msn. com/dictionary_1861604032/design. html Farlex. The FreeDictionary, (n. d. ) Retrieved October, 4, 2006, from, http://www. thefreedictionary. com/art Gombrich, E. H. Excerpt from â€Å"The Story of Art†, (16th ed. 1995) Retrieved October 2, 2006, from http://www. artchive. com/artchive/L/leonardo/monalisa_text. jpg. html

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.

What view of mankind does Golding portray in Lord of the Flies? :: Free Essay Writer

What view of mankind does Golding portray in Lord of the Flies? This essay will explore the psychology and thinking behind the characters and writing of the novel 'Lord of the Flies'. Overall, it will answer the question; 'What view of mankind does Golding portray in Lord of the Flies?' From soon after its discovery, if it was 'discovered' at all, the beast becomes more than just a thing on a mountain (its most predominant form), it becomes a major symbol of mankind, and its psyche. Throughout the story, the beast takes on many more forms than the previously mentioned appearance. Once as a 'beastie', seen in the forest by the smaller children. This actually turns out to be the creepers. Sometimes as a large figure that falls from the sky and lands on top of the mountain. This is simply a dead parachutist, but it is left alone by the boys (apart from by Simon, and one expedition by three boys), and is feared greatly by the inhabitants of the island. Lastly, as a pigs head on a stick. This is simply its physical representation, but its existence runs much deeper than this. This head is what is really wrong on this island, but only Simon finds this out, and his life is ended in a fit of excitement. Throughout the story, the beast, in whatever form it takes, takes shape as a small worry, develops into a growing fear, until it reaches a level almost equal to a deity of some kind. The sad thing about these children is that they never quite realise the beast is not a physical thing at all, and if it ever was, they should not have feared it. The only thing the beast was - that was truly fearful - was the hate, evil and ability to harm burning deep inside each and every one of the boys. The main purpose of the beast in this story is to display that without something to fear and respect (a primitive form of religion), then man can, and possibly will go crazy. The conch is the very first important discovery on the story, next to the discovery of two survivors. This discovery is so near to the beginning of the book that it becomes something close to not only Jack and Ralph, but also to the reader. It brings together all of the island dwellers right from the first gathering. The boys advance slowly into savagery, and at the same rate as this happens, the conch slowly loses its importance and democratic symbolism, the boys respond less to its calls, and soon enough, it only calls Sam, Eric, Ralph and

Definition Essay †Different Meanings of Private -- Definition Essays

Definition Essay – Different Meanings of Private â€Å"Property is a central economic institution of any society, and private property is the central institution of a free society.† This was a quote by David Friedman (Friedman). The word dealt with in this essay is ‘private’ and this quote exactly examines one of the prime meanings of private. The main aim of my essay is to explain the different meanings of the word private and to explain the significance and variations of its usage over the past decades. My research regarding the meaning of the word private was accounted from three dictionaries. The three dictionaries that have been selected are - Webster’s New World dictionary of the American language (1961), Webster – An American dictionary of the English language(1844) and Oxford English Dictionary (1989) According to all these dictionaries private had three differentiable meanings. The first one was - of concerning a particular person or a group, not general for example private property, a private joke or view etc, and also in other words not open to the public or controlled...

Chimney Sweeper Analysis

Chimney Sweeper Context the poem childhood away from them to how he received a (background of Subject Matter the Introduction of Industrialism took many children's pleasant childhood according to most sources. To the reader is that with the introduction of industrialism came the diminishing of many lives and childhoods as they were forced into slavery and work. Also, parenting can be see as a subject due to the fact in the first stanza, Blake mentions how one parent sold their child after the other passed away, honing how careless they were.The government Is also a target of this poem because of the fact that they didn't attempt to stop child labor which occurred throughout the beginning of industrialism. The subject of innocence can be seen throughout this poem because of the slavery which occurred. With the slavery of children came the loss of their innocence. Style Onomatopoeia: Use this technique in words like â€Å"weep! † and repeatedly to help depict the situation which it is describing. Rhyme: In the form of ABA, the rhyme in this poem arks together with enjambment to help the poem flow smoothly.Foreshadowing: This technique is used through the words â€Å"And he opened the coffins & set them free†. These words foreshadow the freeing of the enslaved children from working in the industrial factories. Colloquial language: The use of slang and informal words, such as â€Å"&† and â€Å"opened†, help the poem run smoother and effectively emphasis the vowels within the words. The poets William Flake's purpose to write this poem was to comment? ) beginning of industrialism, especially in terms of repose (social help the reader understand what it was like at the what children experienced.Industrial brought Jobs which needed filling, resulting in the slavery of children, so Blake is trying to tell us that it was wrong to strip the children of their innocence. Also, his use of first person in his writing helps create a more accurate e xperience in contrast to a second or third person view. Links to Romanticism Romanticism is about nature and how much the romantics worshiped it but it is also about industrialism and the effects which it brought. This mom focus' on industrialism and what it meant for children.Blake talks about how a child was sold and forced into slavery to work in the industrial factories. Like how romanticism is about innocence, the children which Blake is referring to in this poem lost their innocence as soon as they were enslaved and forced to work at such a young. Also, the romantics loved nature and practically treated it as a religion, so when industrial factories were built over nature, like it would have been in the poem, the nature lost its innocence like the children.