Impact of work life imbalance on the productivity of workers in Saudi Essay - 7

Impact of work life imbalance on the productivity of workers in Saudi public sector - Essay Example Secondly, Dr Claire Armstrong, my supervisor, whose guidance, academic and professional commitments allowed me to overcome the obstacles. In addition, I would note the name of Dr. Christine Cross who is my course leader. With his supervision and assistance, I was able to develop a broader vision to develop my understanding. Also, I would like to thank my parents and family who supported me throughout my working period. Finally, friends who have been there to stay motivated and perform well even under pressure. It is to invite you to participate in the study that is conducted to determine the impacts of work life imbalance on the productivity of workers in Saudi. The main purpose of this study is to determine the impacts of work imbalances and its influences on the performance of the workers in the region. It shall investigate how the workplace affects the performance of employees. The participants that were selected for the project were mainly the workers in the different public sectors(Baisai & Madondo, 2013). However, your participation shall be greatly appreciated; it is up to you to participate in the

The Parthenon.-history background and architectural structure Essay

The Parthenon.-history background and architectural structure - Essay Example Built circa 477 to 438 B.C.E., the Parthenon has come to stand for the ideals of the ancient Greek civilization. Despite is fame, there is only one brief description of the Parthenon, written by a Greek speaker named Pausanias, that has come down through the generations from the ancient period itself, although well after 600 years. The main focus of this short account was of the phenomenal statue of Athena, made of an overlay of gold and silver over a wooden frame (Beard, 2002, p. 25). The Parthenon is known as the â€Å"twenty-second wonder of the world† (Bipu, 2009). Through Greek-engineered techniques and currently-available masonry, the great architects of the Greek Empire have demonstrated marvelous feats of mounting stone cut figures into fully-formed foundations and architecturally-aesthetic amenities. It has been described as the primary wonder which resembles the aspects of science, art, and democracy. â€Å"It stands at 19.8 meters (65 feet) high inclusive of the su perstructure and three steps acting as the base. Each step is also of distinct from one another: the lowest step, the stereobate, is at a length 72.5 meters (238 feet) by width 33.8 meters (111 feet); the stylobate (top step) is at length 68.5 meters (228 feet) by width 30.8 meters (101 feet)† (Fletcher, 112). The superstructure itself consists of colonnades resembling the Doric style in the peristyle formation. The total number of columns results in 46 columns which are 10.4 meters (34 feet) in height, with the largest diameter at 1.8 meters (6 feet). The average spacing between the ends of each column is 2.4 meters (8 feet) while those in the porticos of the Parthenon are reduced to a diameter of 1.7 meters (5 ? feet). The column system applied to its Doric colonnade follows an optical illusion technique known as the entasis, which makes use of varying intervals in order to provide a logical symmetry to the building’s exterior (Lambrinou, 2010). The main openings of t he Parthenon lie in the porticos through the east – west orientation axis. Their entry doors are measured 7.3 meters (24 feet) high, 2.1. meters (7 feet) wide and 31 centimetres (1 foot) long.† (Matthews, 2011.). The rooms are clearly defined as the Parthenon is a place of divine worship for the highest among the Greek gods. The temple primarily devotes worship to the goddess Athena Parthenos, who is significant as the deity of the city-state. The interior of the temple had been highly-decorated with sculptures of mythological heroes, both mortal and immortal, of the Greek era, while the exterior mouldings within the pediment symbolize significant events of both historical and mythological accounts. These also utilized indispensable cornerstones to an advantage, portraying the complex according to the flourishing lifestyle typical of the ancient Athenians. Through its geography, they have mastered the art of seemed proportions regardless of the uneven terrain of the Acr opolis. Its colonnade arrangement suggested masculinity conveyed in the hard, stable form of the columns and straight figures, embodying both the stability of the foundation and the artistic nature of the structure (Matthews, 2011). â€Å"Designed by Greek masons Ictinus, Callicrates and Phidias,† (Matthews, 2011) the Parthenon was meant to withstand the harsh climatic effects of Mediterranean wind storms and heat waves. Because of this, the colonnade and portico assembly had been made by the designers. However, the presence of

Citizenship Education Essay Example for Free

Citizenship Education Essay About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. [emailprotected] org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

Social Interaction In Acquisition Of Second Languages English Language Essay

Social Interaction In Acquisition Of Second Languages English Language Essay Ever since the basic assumption endorsed in the seminal work of Hatch in the late 1970s that learners learn the structure of a language through interaction rather than learning grammar in order to interact (Gass, 2003: 224-255). The relationship between interaction and acquisition has been one of the core issues in second language acquisition (SLA) research. The reviewed done by Young (1999) has shown that interactional competence is clearly most applicable to explaining cross-cultural communication. It also provides a convenient framework for integrating studies of conversational phenomena within a broader context of interaction. As language usually related two four main domains: reading, writing, oral and listening. In order to practice the oral and listening, interaction is important. At the same time interaction can also assist the development of the second language acquisition. Second Language Acquisition (SLA) is the process by which people learn a second language in addition to their native language(s). Linguists have many different approaches towards the acquisition of the second language. In the past few decades, linguists were more focus on the cognitive aspects also known as the psycholinguistic which studies the internal factors of second language acquisition. However, more recent studies have redirected their attention to the external factors which refers to the sociolinguistic. Social interaction is one of the main focuses in the study of the sociolinguistic. Unlike second language acquisition, there are specific brain parts located in the left hemisphere take care of the first language acquisition. If we consider first language acquisition as a natural cognitive development, then second language acquisition will be more like a process of nurture. Since it is more a process of nurture than a natural cognitive development, the social factors will be the vital attribution in the acquisition. Importance of social interaction On the basis of extensive research, there was considerable agreement that the learning environment must include opportunities for learners to engage in meaningful social interaction with users of the second language if they are to discover the linguistic and sociolinguistic rules necessary for second-language comprehension and production (Pica, 1987). And this agreement is still applicable for todays second language learning. A very good example is that students who study abroad are usually more fluent and accurate in the second language they are using, as compare to their classmates in their own country. In fact, there are many examples of the learners who are able to communicate and use the language efficiently without any formal instructions. For example the Bangladeshi workers in Malaysia do not have formal instruction in Bahasa Malaysia but are able to function well in their workplace and the community. Their second language is acquired through the unsystematic social interaction with the broader society. The learner has access to the target language in the course of everyday communication or interaction with the environment. The sounds of the language are embedded in a relevant situational context and the learners job is to extract from this material the rules for the use of the language. This interaction allows him to start learning and learning in turn allows him to make progress in communication (Albakri, 2006). The question might be asked, why interaction is important to the second language acquisition. In order to answer that question we need to look at what is required to second language learning. First of all, we need to have input, with the input we will able to produce a response which also known as the output, feedback will be given according to the output. These three major components made up an interaction. The interaction approach attempts to account for learning through the learners exposure to language, production of language, and feedback on that production. A central claim resulting from a past research is that, though interaction may not be strictly necessary, it nevertheless constitutes the primary means by which language learners obtain data for language learning, not only because interaction is how most learners receive input, but also because the input obtained through interaction is more pragmatic and conducive to acquisition than input received in other ways (Gass Macke y 2007: 175-199). Interlanguage An important term used in the interaction approach of second language acquisition is interlanguage. Interlanguage is a emerging linguistic system that has been developed by a learner of a second language who has not become fully proficient yet but is approximating the target language. It often preserving some features of their first language, or over-generalizing target language rules in speaking or writing the target language and creating innovations. An interlanguage is basically a set of language created by the learner to engage the first language and the second language and it is usually based on the learners experiences with the second language. At a more theoretical level, there are also well-argued claims that the social interaction most relevant to interlanguage development is that in which learners and their correspondents share a need and desire to understand each other (Pica, 1987). There is also recent empirical evidence that such mutual understanding can be reached when the learner and interlocutor modify and restructure their interaction as a result of their requests for clarification or confirmation of each others input and checks on the comprehensibility of their own productions, this will be discussed more in the feedback section. When learners need to understand unfamiliar linguistic input or when required to produce a comprehensible message are opportunities to modify and restructure their interaction with their respondents until mutual comprehension is reached. That process enables learners to move beyond their current interlanguage receptive and expressive capacities and yet improve their second language. Another research investigates the type of interaction and the effects on the development of the interlanguage. It shows that certain kinds of interaction that the child engages in encourage faster and more complete development of features of his interlanguage than other kinds of interaction. A similar finding is reported by Shea (2003), who compares interactions between Japanese students studying at an American university and four different teachers. Shea reports that the Japanese students appear more proficient in English in conversations where they have equal access to the floor and take perspectives that are congruent with those taken by their teachers (Watanabe 2008). Input Input refers to the language that a learner is exposed to. In all approaches to second language acquisition, input is a vital component for learning in that it provides the evidence from which learners can form linguistic hypotheses. On the other hand, the information provided by the input illustrates what is possible within a language. Interaction makes learner see the differences between them and native speakers. Interaction itself also directs learners attention to something new, such as a new lexical item or grammatical construction, thus promoting the development of the L2. Input obtained via interaction has been conceptualized and researched in terms of comprehensible input, negotiation of meaning and comprehensible output by Krashen, Long and Swain (Gass, 2003: 224-255, Krashen, 1981). The interrelatedness of these three notions is concisely articulated in Longs revised version of the Interaction Hypothesis: the negotiation for meaning, and especially negotiation work that tri ggers interactional adjustments by the NS or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways (Tarone, 2009: 41-57). The process of turning input into intake has been described by Krashen as follows: First, learners understand a message using the not yet acquired L2 structure and somehow connect the form with its meaning. Second, learners must notice a difference between their current interlanguage competence and the second language form (Xu, 2010). As input of an interaction is just like the listening, it is important for learners to familiar with the phonetic of the second language. Language like French, which does not pronounce the why it looks like. Native speakers usually speak much faster than a learner can understand. It means that it is understandable if the sentence was written or spoken word by word. As many French learners have experienced, it is important for the learner to have more social interactions with the native speakers to get their ears used to the speed and dialect (for some language) of the second language. Output Swain observed the children in Canada which showed less native-like language. Swain hypothesized that what was lacking was sufficient opportunities for language use. She claimed that language production forces learners to move form comprehension to syntactic use of language. As many learners maybe experienced, there is a stage where the learner is too shy to produce an output. It may due to the afraid of making a wrong statement or convey a wrong message. The less the learner talk in the target language, the more shyness the will feel. That is why many Chinese students who take English as second language is excellent in the grammar and lexicon but can hardly talk to a native speaker fluently. Feedback There are two types of feedbacks: implicit and explicit. Explicit refers to correction and metalinguisitic explanations. Implicit feedback refers to confirmation checks (i.e. the sentence or specific word has been correctly heard), clarification requests (i.e. a request for clarify or repeat), and comprehension checks (i.e. an expression used to check the listener is understand or not). Explicit feedback often occurs during negotiation for meaning. Pica (1989) describes how negotiation contributes to the language learning process, suggesting that negotiation facilitates comprehension of L2 input and servers to draw learners attention to form-meaning relationships through processes of repetition, segmentation, and rewording. The research also claims that negotiation can draw learners attention to linguistic problems and proposes that initial steps in interlanguage development occur when learners notice mismatches between the input and their own organization of the target language (Gas s Mackey, 2007: 175-199). With feedbacks, both the native speakers and non-native speakers can adjust their language to a level where they can communicate efficiently. Other research have found that native speaker modifications are more frequent in two-way communication because conversation provides the native speaker with feedback from the learner and thus enables him to estimate the amount of adjustment required (Albakri, 2006). Social context and culture Learning a second language can be said of learning about another society and their culture. Language has been proven that has a great relationship with the society, culture and even history. In order to improve the second language proficiency, social context and culture have to be taken into the consideration. The best way of doing this is to interact with the native speakers. It was shown that speakers of any target language use different varieties of that language in the different social contexts in which it is spoken; a formal variety is appropriate in business meetings, while a vernacular variety is used with friends in a bar. So social context affects the social variety of the second language learners are exposed to. If learners are restricted to only one social context and need to learn varieties of second language that are spoken in other social context and need to learn varieties of second language that are spoken in other social contexts, their overall SLA can be affected. (Tarone, 2007). Culture is difficult to define, but it does not mean that the issue is not important in relation to the acquisition of a second language. Through interaction, learners are able to understand certain usage of the language. For example, in Japanese, you need to use a respectful way or tone and choice of words to talk to a senior or anyone who is socially above your status. It is different in some western countries and the language they used. We may not be sure what culture the learner acquires, but it is certainly different from the learners own culture and this difference is an important part of the learning experience (Regan 1998). Conclusion Social interaction, without any doubt, is important in second language acquisition. The learner receives input from his/her respondent and that input becomes intake when the learner processes the information internally. The learner than produces the output which in turn becomes the input for the respondent and he/she provides feedback to that input. And this process continues as conversation or communication and therefore enhances second language learning (Albakri, 2006). It is also important that, the interaction provide the chance of knowing the culture of the target language and raise the awareness of the social context of the target language, which will indeed promotes the development of the second language. On the other hand, social interaction encourages learners to use the language in a more pragmatic way, which is one of the main reason we learn a second language at first place. Word Count: 2188

All Quite on the Western Front by Erich Maria Remarque Essay -- war, de

Away from the front lines, soldiers are perceived and act as individuals, however, when pulled to the front, they come together creating and inseparable bond of camaraderie. Remarque’s All Quite on the Western Front illustrates the true content of war. The soldiers of the front lines fought with a common purpose, putting aside other desires and denying personal needs, creating a flagrant bond of camaraderie. Through this camaraderie Paul Baumer finds life on the front lines bearable, as we see in the relationships the soldiers share. Through Paul’s protection of his comrades, the family like relationship between the soldiers and the development of a close bond during free time, Remarque shows that the most important aspect of war is undoubtedly camaraderie. Soldiers in WWI had only each other to depend on for any chance of survival. Paul reveals this time and again by protecting and trusting those around him. Paul says once â€Å"we had to recognize that our generation was more to be trusted that theirs. They surpass us only in phrases and in cleverness† (Remarque 12-13). He is referring to the older generations who are not fighting on the front with Paul and his comrades, and still describe the war as glorious. Paul understands that camaraderie is based on common experience, something only the front line soldiers live through and thus understand. Because these common experiences exist, Paul also shows compassion to especially the younger, new recruits. While in the trenches, a young recruit â€Å"lay in utter terror. He had buried his face in his hands. He looked up, pushing the helmet off and like a child crept under [Paul’s] arm†¦the little shoulders heaved. Shoulders like Kemmerich’s† (Remarque 61). Paul’s compassion for the young soli... ...â€Å"a more complete communion with one another than even lovers†¦so intimate we do not even speak† this forever known camaraderie is set in stone for when one part is lost it leaves the group weak (Remarque 94). This is portrayed when Kat dies and Paul is left alone. He realizes since his comrades are no longer living, there is no one left for him and he gives up. He knew nothing but death and dying without the camaraderie in the war. War is a series of deaths for a greater gain for the people who do not fight at the front. However while on the front it becomes a fight for life through battle and friendship. The bonds created allow success and support. The family bonds created in the trenches are the most important effect of war and debatably the only good one. Throughout war it is seen that these relationships are the only light, in the never-ending darkness of war.

Double Cross

The smoke rising like steam from the open manhole, gave a curtain to a dark figure dressed in black, long cloak floating at the back .His presence scared away the crowding street cats lurking and prowling in the dark alley dustbins. The fall of the dustbin lid echoed through the street like a symbol in an orchestra. Cars seldom passed this area of town, notorious for crime. His destination, a small entrance bordered by neon lights which echoed through out the mist. As he neared the door a small spy hole slid open. The man spoke his words, muffled through his black scarf. After several seconds the doors locks slid open and the door followed. The glowing mist sucked into the open door. A man tower approached the light, built as wide as he was tall. Final checks were made on the man and he was allowed to enter. The radio was on. The time read quarter to ten. A man confessing his hard life working in an office for a boss he hates to the number one radio station in the area. These one-to-one chats with the air host keep the lonely people entertained at night. Detective Ventura turned it off and sighed. He sat peering into the dark alley where our mysterious character had disappeared moments before. The car door opened. A small man with mousy brown hair round chubby cheeks entered the car. His appearance mimicked his attitude. It was his first day. An uneasy silence surrounded the car, rain started to fall slowly and steadily onto the windscreen. It got heavier with time and the silence grew. The repetitive motion of the wipers swishing back and forth was causing Malcolm to sweat. Ventura noticed Malcolm's agitated motion. He decided he had to break the ice. â€Å"So how'd u feel first day out on the job. It's a hell of a lot different from the training aint it?† Ventura said breaking the silence. â€Å"Oh yeah, It's really exciting for me†¦Ã¢â‚¬ ¦what you think our next move is sir?† stuttered Malcolm. â€Å"Well son we gotta sit tight for a while. We don't want go bustin in there when we aint got no leads† he said proudly feeling wise and experienced. Their conversation was interrupted by a gunshot. The room was small but had many doors. He offered to take his coat, but he refused sternly. A look of suspicion was exchanged between the two unlikely gentlemen, when the moment was torn by a voice so strong and deep that it demanded respect. â€Å"Who the hell is it Mike? Are you gonna show um through or do I have to get off my death bed to meet him.† This voice came from a small silver haired man with definite Italian roots. His skin slightly faded from tan to grey. The man lay upon his bed propped up by a mountain of pillows. How a voice of such power and strength could come from this man was hard to believe. As he entered the room the old man glanced across. Mike announced, â€Å"Mr Leony, the man you requested is here with a proposition for you.† His stern voice was irritating â€Å"Ah great I have been expecting you. I feel that your skills may be of some use. Before I give you any details I want you to answer me a few questions. Firstly what's your name?† â€Å"My name†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Andreas† hesitating slightly. Mr Leony looks him up and down, then smiles, â€Å"Good can I call you Andy?† â€Å"I'd prefer if we used no names during any of our meetings.† He removed his long black coat. The thud as it hit the ground raised eyebrows. â€Å"Mike I thought you checked him?† â€Å"I did boss, he was clean†¦..at least I think he was!† â€Å"That's another thing you need to improve security around here!† said Andreas, as he pulled from his coat a revolver. Eyes widen. The room is silenced. A shot fired. Mike hit the floor. â€Å"What are you doing!? Stop I beg of you there's no need for this. Who sent you!?† pleaded Antonio Leony. Andreas was considering whether or not to tell Mr Leony who sent him. He looked at his watch. It read five minutes to ten. Ventura bounced from his seat. The coffee flew onto the windscreen. They both looked at each other and simultaneously opened their doors. Time stood still at six minutes to ten as both officers rushed to the neon glare. They both backed up against the wall, guns at the ready. The gel from Malcolm's hair was running into his eyes. He became agitated again, â€Å"Sir what shall†¦.† â€Å"Shhhh!† Ventura interrupted. They both stood silent waiting for a sound inside or movement. Something to give them an insight. Andreas spoke. â€Å"I'm very sorry old man† he said reluctantly. â€Å"At least do me the honour of knowing which back stabbing bastard set me up? Who was it?† he said bravely. â€Å"What good is it going to do you?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦but I suppose it's not going to make much difference whether or not I tell you. Ok it was John Maverick.† â€Å"What that Bastard!† he was raging like a bull. â€Å"I find it hard to end such a man but, you win some, you lose some.† He spoke respectfully, the gun fired. The second gunshot went off piercing Ventura's ears. They had to make a move; they burst in. The warm air hit them. They came to the door. It opened with a slight creak. Ventura made sure the surroundings were clear and checked the body for life signs. There were none. The curtains flailed in the wind. Our mysterious character had disappeared. Venture heard the fire escape ladder slide. His eyes met Malcolm's and they synchronically edged toward the window. Unveiling the curtain they watched as the dark figure entered a black saloon car and drove away leaving the spray from the wet road in its wake. He had escaped. Ventura and Malcolm got back to the station. Their captain shouted to them. They went to his office. The room was small with thin walls. Ventura had often been battered verbally by the captain. There was a name plate, which read Captain John Maverick. Expecting a good telling off, the two officer's eyes were firmly fixed on the ground. â€Å"Ah hell guys, what happened out there?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Look more to the point we got an anonymous phone call tipping us off about our mystery man that I have had you boys tail for the last 2 weeks† the captain spoke casually which came as a shock to the officers, Ventura spoke anxiously â€Å"What did it say sir?† â€Å"Well it gave us a meeting point and a time. It's six tomorrow morning at Swallow Lake. You feeling up to it Ventura?† â€Å"Hell yeah sir!† Ventura pounced. â€Å"And take the rookie with you. This is good experience for him.† Captain said smiling. A bird flew by. Its frozen frame glided across the lake. It dipped slowly out of sight. A moment later it burst into view fluttering its wings. It soared into the sky and began to circle the lake like a vulture would its prey†¦.As Ventura followed the bird he noticed the sky; it was red. He remembered the old saying his grandfather used â€Å"Red sky at night Shepherd's delight, Red sky in the morning Shepherd's warning†, he whispered. The moment was broken by a black saloon pulling up. A man dressed in black got of out the car and slammed the door. More birds burst into the sky and began to circle. Ventura saw a tall black man approach the pier. He reached for his binoculars. â€Å"Wait! It can't be.† His eyes widened as he confirmed his fears. â€Å"Who is it sir? Who is it?† Malcolm inquired. A knock came at the car window. Both heads swivelled. A tall man held a gun pointed at Malcolm. â€Å"Get out the car, and no funny stuff. I got a loaded gun here!† he said having the upper hand. They were taken to a lodge. Inside their fears were confirmed. Their captain had set them up. â€Å"Hi guys†¦Ã¢â‚¬ ¦.well what can I say, Ventura if you had just messed up like you did every other time you would be sitting here right now. You got to close damn it!† he said as if to give them some sort of consolation. The Captain called to the man, â€Å"Andreas have you collected the money?† he said anxiously â€Å"Yes but I'm afraid I can't let you have it. You see I'm a solo man I work for me and me only† he said smugly. Meanwhile Ventura had slipped his penknife from his pocket and was cutting away at the ropes which bound him and Malcolm to the chair, â€Å"What the hell you talking bout? We had a deal. If you go back. I'll kill you† he said furiously, before he could reach for his gun Andreas shot him in the chest. The captain fell to the ground. Andreas turned to the two men tied to the chairs back to back. â€Å"Sorry fellas, honestly I was real impressed with you two being able to track me down. That aint an easy job, but you have got to die!† Andreas poured petrol in a circle around the men and doused the walls and floor. The room spun faster, and faster, and faster, but Ventura kept his cool. Time was running out, Andreas lit his cigar, â€Å"It's been a pleasure gentleman.† He went to drop his match. Ventura rose, Andreas flinched and stumbles back. Ventura reached for his second gun in his sock. Andreas pulls back his coat and grasped his gun. Ventura fired. Andreas fired. Time stopped. The exchange of fire made Malcolm faint. Both men lay motionless on the floor. Ventura lay still as ice. Blood mixed in with the petrol and ran down the cracks in the floor. Malcolm came around and saw the two men lying on the floor beside him. He calls to Ventura, â€Å"Sir!, come on get up. Sir?† he shouted. Ventura lay†¦dead? Malcolm's attention was turned to a rising Andreas. The man rose, grasping his side where he had been shot. He leant against the door frame, his back to Malcolm. Andreas turned and reaching for his gun aims it at Malcolm. Malcolm closes his eyes and prays to god. Three gun shots are fired, but Malcolm felt nothing. When he finally opens his eyes he's back in the same room with Andreas lying dead on the floor in front of him. He hears the faint cough of Ventura and turned quickly to find him nursing a shot wound to his stomach and still pointing a smoking gun in Andreas's direction. Ventura got back to his feet and ventured over to his Captain. he looked down at a man for whom he now felt nothing but sorrow for him. The captain's eyes, as if mesmerised, gazed at the roof. They drifted on to Ventura's eyes. Ventura drops and holds the captain by his back. The captain spoke with a groan. â€Å"Ah, hell. Things just didn't turn out well. I'm sorry Ventura. This wasn't anything personal. He coughed and he died. Ventura eyes glazed like ice. The moment was broken by the sound of a dozen police cars racing to the scene. The birds broke from their circle and descended. The sky was turned from red to blue by the rising sun.

J Qubec

Should school uniforms be abolished? Against A uniform is a distinguishing symbol of a school and gives a sense of belonging to all the students who wear it * A uniform is a distinguishing mark of a school and gives a sense of belonging. * If dress is standardized, the wealthier students would have no scope to outdo the poorer ones. This prevents the development of inferior and resentful feelings among the less fortunate. * Some students inappropriately wear bold colors and daring fashion bordering on indecency. * Uniforms are inexpensive.They are usually chosen for their durability. * Students are equal with uniforms. * I think that school uniform shouldn't be banned in schools. * No, I don't think so. The reason for this is because if people wear different clothes (like some wear designer brands and others don't), it may cause bullying and discrimination. Also, schools uniforms help make students look equal which is good. Also, if you go on a school trip it's easier to recognize wh ich children belong to which school, so if they get lost someone can easily help them. * school uniforms must not be banned n the motion, should school uniforms be banned, i greatly disagree on that. That’s a very big shame on their side. School uniforms must not be banned because uniform is one of the sign which the school prepared for their students to be categorized by other peoples. We all know, that their parents are hard working for them to educate their children in school that requires uniform. we also have to think about them. Another one is, when a student’s wear their uniforms, it’s a sign of formality, because these uniforms are clothes that represent their school and success. * NONo i don't think school uniforms should be banned because some people can not afford much clothes and for students who have to where a school uniform they are lucky that they don't have i look for things to wear or worry about being teased because they don't have any new clo thes or anything. i think having a uniform is a good thing * If uniforms are forced upon students then why should the students have to pay? Going along with this idea, think of all the impoverished families out there who are spending all their money on giving their child a good education by sending them to private school, or a school that requires uniform.Do they really need their less fortunate children to be teased and bullies by the more fortunate children in school for their tattered or worn clothing that represents their parent's economic status? Uniforms help to make all the student body equal, especially in this day and age when even the youngest kids can be so spiteful and cold to their peers. * Parents Should Switch Schools If They Don't Like It Many private schools have uniform requirements and strict dress codes. If parents don't like their kids wearing uniforms, they can simply switch schools.This is America with the freedom to choose. The same is true for private school ing. No one has to attend one particular school over another. School uniforms shouldn't be banned whatsoever simply because it's a free world. * Shouldn't be banned.. When I was in school, I always thought the idea of school uniforms was silly. Now that I am older, I feel like this concept is a good idea. In public schools, there is such a wide variety of families from low income, to middle class, to wealthy. Unfortunately, in today's society, so many pay attention to their appearance.I think kids who's parents can't afford the name brand clothes begin to feel bad and have lower self esteem. If everyone has to dress the same, they have nothing to compare themselves to. * No, I believe school uniforms should not be banned because they create equality among students. I believe that school uniforms should be more widely used and not banned because it creates equality among children and takes away the status quo. By removing labels from clothing more than just the problem of inequality is prevented. It also solves many instances of bullying, parental stress, and childhood depression for starters.I believe all children deserve acceptance, and with school uniforms it gives them an advantage. Why take this advantage away? * For! * The adolescent is denied the freedom of choice which is the right of every individual. * It denies the adolescent the opportunity to use discretion, form judgements and exercise responsibility. * It is a form of regimentation not in accordance with democratic ideals. * Uniforms can be restrictive in times of climatic variation. * uniforms are horrible and expensive. I think they should be because uniforms are horrible and expensive.Uniforms are horrible. They are bland. Every day it's the same thing. Schools could have allocated days for uniforms. For example, going on an excursion, a check-up day or even a formal assembly. School uniforms usually cost a lot of money. A school jumper is probably one hundred dollars and the whole uniform is likely to be more than five hundred dollars. Children don't have to wear expensive clothes. If they're getting teased by their friends because they're not wearing designer clothes, they are not true friends and they can easily move away from the group.All my t-shirts are less than thirty dollars most of the time because I don't have a lot of money. I don't see anyone teasing me. * * They cause lack of expression in students. Do you express you through the way you dress? Most students do that's the only way some students can. Other students from other schools make fun of the school uniforms that some schools have. Witch causes trouble adjusting to being an adult. Witch affects a student or adult to stutter in day to day task * We all have a right to wear random clothing. Casual clothing expresses someone's fashion on how they can be.If you wear school uniform, you have to pay for it. It may cost about $20 or more then you may grow out of that size and you have to pay for it again and again. What a waste of money when you could be spending that money for something in great need, don't you agree with me? So that's why I think wearing school uniforms should be banned. * * We all have a right to wear random clothing. We all have a right to wear random clothing. Casual clothing expresses someone's fashion on how they can be. If you wear school uniform, you have to pay for it.It may cost about $20 or more then you may grow out of that size and you have to pay for it again and again. What a waste of money when you could be spending that money for something in great need, don't you agree with me? So that's why I think wearing school uniforms should be banned. * School Uniforms Send the Wrong Message While uniforms undeniable create some equality among students, they also give pupils the wrong idea. Uniforms are teaching kids that whenever they face diversity, the solution is to simply make everyone the same.This is a problem, especially since some differences, like rac e or size, cannot be changed. School uniforms should be banned because they give students the wrong idea. * * School uniform should not be compulsory at public schools Because people go to public schools to save money and uniforms and saving money it just puts you in dept for something you don't want to wear, which is a BIIIIIGGGG waste of money for something they don't enjoy wearing or look good in also some teachers don't like the uniform * * The belief that school uniforms give a sense of equality among students is only true to a certain extent.First, it only gives equality to students who are studying in the same school. Based on my personal experience, there is no equality at all when students from many different schools are gathered in one place. When this happens, one could see a lot of differences. Some are wearing the uniform of an obscure school, some are wearing the uniform of an average school, while some others are wearing the uniform of an elite school. By looking at t his alone, we do not need to be a neurosurgeon to see that equality is absent here. Biasness may even occur.People will certainly have better impressions towards those from elite schools. If those students are gathered in the room when they are wearing their own clothes, there won't be any difference as nobody knows where each one of them is studying. Therefore, impressions won't be formed based on the color of their uniforms anymore. Some students who are not in elite schools may even feel down when wearing the uniform, while some students in elite schools wear their uniform so proudly that they even wear it on public holidays. I have seen people from elite schools who are wearing their uniform on a Sunday) Also, school uniform won't be so effective in bridging the gap between the affluent students and the poorer students. There are other factors that have to be considered. For example, some students may bring expensive laptop computers to school to aid in their studies while some students are not even able to purchase a textbook. We could see the difference in them even though they are all wearing the same school uniform. *