Western Civilization Vs their Colonies Civilization Essay

Western Civilization Vs their Colonies Civilization - Essay Example Western Civilization Vs their Colonies Civilization The main objective of this essay is to deliberate on the claim without biasness and give backing of the arguments with documented information. Other sectors argue that science and technology become the rulers of the world rather than agriculture and survival; is this civilization or modernization2. Humans have been in existence for over a million years yet civilization is only 5000 years old. According to Global Hegemony and the rise of technology3, technology becomes a necessity for economic requirements and this seems to support the claim of the western Europeans that they were more civilized. According to Carlyle, industrialization becomes the victory of man over nature. To an extent this purported claim and made the British feel superior that others and imposed their beliefs on others. As their technologies grow the European forcibly put down others civilizations if they did not agree to their ways. This put a pose or question mark on the civilization claim of the European since civilization is supposed to be a good thing why forced others. The approach of the western European to force other on civilization brought more question on their intent than purpose. The European has assisted in the transportation system, communication and other aspect of technology; however, they borrowed the concepts from others such as Asians and even some from part of Africa such as Egypt. This borrowing makes it difficult to whole heartedly give the Western European all the credits about the civilization in their colonies. Iraq, India, China, Egypt, Central America and then the Barbarian West are all credited for the civilization growth in the world. Why would Western European claim that they were more superior yet they borrowed their technologies? It is in order to conclude that they were more civilized; however, wrong to purport that others were uncivilized. The civilization the European claim so much is a bout the development of cities; however, civilization is broader than the cities and claiming technologies overtook agriculture and survival negate the definition of civilization. The above arguments do not dispute the claim that European were civilized than their colonies but emphasize the understanding of civilization. Further more, it their give a chance to reflect between civilization and modernization4. The two are clearly different one is based on technology advancement the other focuses more on the living jointly and cooperatively. A swing had happened as an effect of the industrial revolution. Asian civilizations, like China, Africa civilization, like Egypt and other civilizations, which were once considered impressive and steady5. European countries or nations viewed the earth or universe through the aspect of technology and disregarded any consideration for civilization. As their technology advanced, Europeans expanded to other nations in order to spread their superior ideas and inventions. When civilization is considered in regards to Afric a; Western European were more advanced technology wise. The European considered Africa culture as devoid of technology and primitive. If Africa had the resources as the Western or other nations would they be considered primitive? Opportunities and resources facilitated the civilization or technology advancement of the Western6. When we consider the definition of

America's Stone Age Explorers Film Essay Example | Topics and Well Written Essays - 250 words

America's Stone Age Explorers Film - Essay Example Consequently, big-game hunters used this route to move between the two places. The theory asserts that people journeyed through a corridor devoid of ice. The migration estimate is about 13,500 years ago. The theory further holds that the people who had migrated to America were isolated after the melting of glaciers. This caused the disappearance of the land bridge. However, the discovery of enormous ice sheets covering the south in the times of Christopher Columbus flawed this long standing theory on population of America. It is interesting how new developments such as discovery of other Clovis point challenge the previously accepted Clovis theory. The developments include the revelation that the coastline supported life of plants and bears The Clovis point viewpoint is such an important aspect in exploration at that time. It is the discovery of these points dating back to 16,000 B.C and the southern ice sheets that suggests that man could live as far back in time. This means that the populating of America could have happened earlier that it was thought. It is intriguing to navigate through these theories that strive to find the answer. This film gives us just the recommended captivating

The Social Effect Of Extracurricular Activities English Language Essay

The Social Effect Of Extracurricular Activities English Language Essay The present chapter intends to present some of the most prominent issues concerning employing extracurricular activities and their effect on the learners achievement in writing in general and in the ELT in particular. Also, its relation with attitude of the learners, writing apprehension, and the emergence of different strategies will be under study. Extracurricular Activities in ESL/EFL Context Extracurricular activities play an important role in todays secondary education programs (Holland Andre, 1987).The development of extracurricular activities was slow in the beginning, with many seeing it simply as a temporary fashion that would pass and quickly lose its style (Millard, 1930, as cited in Broh, 2002). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, grow out of curricular activities and return to curricular activities to enrich them (Millard, 1930, p. 12, cited in Broh, 2002, p. 71). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to assimilate with the new trend. In fact, before 1900, educators were suspicious of participation in extracurricular activities, believing that school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged (Marsh Kleitman, 2002, p. 5). Early experts on extracurricular activities including Millard (1930, cited in Broh, 2002) believed that Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day (p. 16). It was not until recently that educational practitioners and researchers have taken a more positive perspective and asserting that extracurricular activities may have positive effects on life skills and may also benefit acade mic achievements (Marsh Kleitman, 2002). Kuh (1993) asserted that more than70% of what students learn in college comes from extra-curricular activities and that most students believe that the activities they do out of class provide the most significant learning experiences (Moffatt, 1989). In addition to the confirmations made by these researchers, the students themselves asserted that extracurricular activities contributed to their maturation (Kuh, 1993). Jugovics (2011) positive perspective about extracurricular activities was concerned about the power of such activities to overcome some difficulties in the language classroom. He believed that it is advantageous to think outside the box, and in various contexts, to consider and apply the physical aspect of language learning such as integrating simple activities like talking and walking, which occur in natural communicative situations (Jugovic, 2011). There have been some studies devoted to studying the relationship between student involvement in activities and student academic achievement and the optimal proficiency in a foreign language (Jogovic, 2011; Marsh Kleitman, 2002). Although a positive correlation has been shown in many of these studies, there is still a fierce battle among educators concerning the need for extracurricular activities. Even some researches took a more neutral stand and attribute the ultimate influence of extracurricular activities to the context in which they occur (Shephard, 1996). They assert that extracurricular activities can have a positive or negative impact on students, depending on the context in which they are experienced. One way of viewing the impact of after-school activities is to apply a risk and resilience framework to them. Under certain circumstances after-school programs may present deficiencies (detract from positive growth and development); while under others they may provide protect ive impacts (prevent students who are at risk for negative outcomes from experiencing those outcomes). Two positions appear to be prevalent in todays academic community regarding extracurricular activities (Marsh, 1992). These are referred to as either the academic or developmental perspective. The academic perspective considers extracurricular activities as purely leisure and not part of the purpose of schools. The developmental perspective considers extracurricular activities necessary to the total development of the student in todays schools (Holland Andre, 1987). Educators who believe in the developmental perspective see activities as an extension of the educational program. Furthermore, participation in these activities is positively associated with many student characteristics. Activities allow students to develop skills such as leadership, sportsmanship, self-discipline, self-confidence, and the ability to handle competitive conditions. Participation is associated with higher levels of self-esteem (Marsh, 1992; McNamara, 1985; Simeroth, 1987). Participation is also related to lower delinquency rates (Marsh, 1992; Newman, 1991). Howley and Huang (1991) found that extracurricular activity across different schools exhibited a positive correlation on academic achievement. McNamara (1985) concluded in his study that students benefit academically if they participated in high, moderate, or low numbers of extracurricular activity. Extracurricular activities offer an opportunity to interact in ways that allow the previously mentioned skills to develop. The developmental professionals believe that many of these skills would be impossible or very difficult to develop in a classroom setting. Marsh (1992) stated: According to different theoretical perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on narrowly defined academic goals; (b) have little or no effect on academic outcomes but contribute to desirable nonacademic outcomes; or (c) have positive effects on nonacademic outcomes and facilitate academic growth, perhaps indirectly, as well. (p. 553) According to Marsh (1992), extracurricular activities may have both positive and negative effect on students academic growth. Based on this statement, Jordan and Nettles (2000) referred to structured after-school activities which have been associated with higher educational outcomes. Jordan and Nettles (2000), in their analysis of data from the National Educational Longitudinal Study of 1988, found that student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive effect on educational outcomes for those same students in 12th grade. Conversely, students who spent more unstructured time were at greater risk of negative educational outcomes. The authors provided a model reflecting that in addition to student characteristics and factors inherent in the school context, the investments students make during their off hours in themselves and in their community affects their investment in schooling and, consequently, t heir performance in school. It is important to note that the extracurricular activities examined in the study were broad-based, and did not specifically included homework assistance programs. Cosden, Morrison, Albanese, Macias (2001, cited in Jogovic, 2011) summarized the outcomes of 10 studies on structured after-school programs that offered students assistance with homework and other academic needs. Nearly all of the studies focused on children considered at risk for school failure as a result of low income, limited familial resources, and/ or poor grades. Further, these after-school programs offered a broad range of activities in addition to academic support (Beck, 1999; Halpern, 1992; Posner Vandell, 1999). While the nature of the academic support varied, each program provided children with structure and adult contact. The full impact of these programs on the students academic performance appeared to be combined by other child and teacher factors, such as increases in the childs self-esteem and school bonding and changes in teacher impressions regarding the effort and abilities of the students. In a comprehensive study, Cooper, Valentine, Nye, Lindsay (1999) also examined the relation between after-school activities and academic achievement as measured by standardized tests and teacher-assigned grades among students in grades 6 through 12. Using a questionnaire, adolescents reported approximately how much time they spent on homework, working at a job, extracurricular activities, structured groups outside of school, and watching television. Findings revealed that more time in extracurricular activities and less time in jobs and watching television were associated with higher test scores and grades. In addition, more time on homework was associated with better grades. In another study, both Beck (1999) and Halpern (1992) conducted qualitative evaluations of the dynamics of large, urban after-school programs. Beck (1999) studied a program that was suitable for youth from kindergarten through 12th grade. The author reported that the factors crucial to the programs success were the provision of a structured time and location for doing homework and instructional support. Beck (1999) suggested that academic outcomes of this program were conflated by changes in the students self-confidence as well as changes in teacher impressions of the students endeavors. Halpern (1992) conducted a qualitative evaluation of a program that provided after-school homework assistance to younger children (5-12 years old). Similar to Beck (1999), Halpern (1992) found that participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments. Although the findings of these two studies were descriptive and did not identify causal relationships between homework completion and academic performance, they suggested that homework completion can affect students perceptions of themselves and teachers expectations of students in meaningful ways. In a comprehensive study of 400 elementary school children in several different after-school programs, Ross et al. (1992) provided support for using these programs to build self-esteem, while also finding that self-esteem can be a predictor of academic performance. The researchers found that participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement. These findings strengthen the idea that after-school academic support does the greatest achievement when it enhances the students perceptions that they can be successful at school. Several other studies (e.g., Morrison et al., 2000) have found that after-school academic tutoring or homework assistance may not result in an improvement in academic performance, but, rather, prevent a decline in performance that is evidenced by many at-risk youth. The extracurricular activities such as watching were connected to cognitive development of students (Shin, 2004). The amount and quality of television viewing and family involvement were not the only influences of helping at risk students. The effects of music and sports were also influential in their relation to the prevention of this decline. Morrison et al. (2000) studied 350 at-risk students, half of whom participated in an after-school program that provided homework assistance, tutoring, and cultural enrichment activities. They found after 1 year students in the program maintained their initial levels of school bonding and teacher ratings of student behavior, while some of students who did not participate in the program showed decreases on these measures over the same period of time. Ross et al. (1992) evaluated an after-school tutoring program serving low-income African American students. After 2 years, participants did not show significant increases in grades, but students who were not in the program showed a significant grade decrease. Together, these studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesnt result in higher levels of functioning and academic success. Based on the concept of extracurricular activities, The Gevirtz Homework Project (Cosden, Morrison, Albanese, Macias, 2001) was established as an after school program. It differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure. All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after homogenizing them into high, medium, and low achievement groups at school. Students were also homogenized on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group. The program was designed to provide students with homework assistance and to help them learn study skills. Students attended the program 2-3 times a week over a period of 3 years (Grades 4-6); although during the specified time the lack of attendance of some m embers in the treatment group was observed. All students in the Homework Project and the non-treatment control group were assessed at the beginning and end of each grade. Measures included students ratings of their impressions of school belonging, teacher ratings of student behavior, student grades, and standardized test scores from the Stanford Achievement Test (SAT-9). At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group. This was not the case for students who were proficient in English. That is, students with English proficiency in the treatment and control groups had similar teacher ratings and academic outcomes at the end of the 3-year project. Further, there was higher overall attrition from the treatment group for English proficient students. It appeared that regular attendance in the Homework Project in fourth grade helped students develop study skills, which they were able to use in later years. This was supported by student interviews conducted as part of the process evaluation (Brown Herrity, 2001). In particular, the investigators found that students who benefited the most from the Project were those who learned to do homework right after coming home from school, while children who benefited le ast did not. For example, one child stated, Most of the time I start my homework right away (after school). I didnt do this in third grade. I guess I got in the habit from the Homework Project (Brown Herrity, 2001, p. 8). Some other studies, reported on the low dropout rate of students in school by doing the extracurricular activities (Cooper, Valentine, Nye, Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney Cairns, 1997). These studies typically assessed involvement in non-academic activities, most of which occurred after school hours. Rather than divert students from meeting their academic goals, studies found that students engaged in extracurricular activitiesincluding sports, service clubs, and art activitieswere less likely to drop out (Mahoney Cairns, 1997) and more likely to have high academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appeared to benefit even more from participation in extracurricular activities than do children who were normal achievers. Most researchers believed that involvement in extracurricular activities had an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) noted that while supportive academic programs focus on the deficits of students, involvement in high interest, non-academic activities provides a gateway into conventional social networks through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection (p. 248). 2.2.1. Social Effect of Extracurricular Activities With regard to the importance of the extracurricular activities, a great body of research has been done to evaluate the social aspects of these activities on the development of students personal and interpersonal characteristics and the ultimate result in language proficiency (Astin, 1985; Tinto, 1993; Pascarella Terenzini, 2005). Some researchers focused on the affective side of extracurricular activities. One study found that adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling, Caldwell, Smith, 2005). Darling, et al (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average (GPA). The results indicated that the students who participated in sc hool-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all. McNeal (1995) also attributed the low rate of school drop outs to the affective aspect of extracurricular activities. The outcome of his research was observed primarily among students who were at highest risk for dropout. The association between reduced rates of early school dropout and extracurricular involvement differed according to the competence of the individual. For students in the risk clusters, the associated reduction in dropout was stronger compared with more competent students. For students whose prior commitment to the school and its values had been marginal, such participation provided an opportunity to create a positive and voluntary connection to the educational institution. Unlike optional procedures (e.g., school dropout prevention programs, remedial education), which focused on the deficits of students, extracurricular activities can provide a path into the conventional social networks while, concurrently, promoting individual interests, achievements, and goals (Ed er, 1985; Kinney, 1993; McNeal, 1995). Thus, school dropout could be effectively decreased through the maintenance and enhancement of positive characteristics of the individual which intensified the student-school connection. Kinney (1993) commented that the associated reduction in school dropout was greater during early high school. One explanation is that the increased diversity of activities offered in high school provided adolescents more opportunity for activity participation suited to their interest-ability (Kinney, 1993). The range of activities included in the domains that risk students most often participated (athletics, fine arts, and vocational) increased during high school, as did their participation in these areas. Also many activities highlighted in yearbooks required expertise in particular domains (e.g., music, sports, languages, mathematics, science), some school activities required minimal academic performance in order to be eligible for participation in them. Furthermore, socioeconomic status, although not a general barrier to participation, could influence the types of activities students would choose to participate and the attainment of status within those activities was crucial for s tudents (Coleman, 1961, cited in Jordan, 2000). Thus, the effect could be stronger in high school because participation increases as a result of greater opportunity. In an exhaustive survey, Kinney (1993) referred to North American public secondary schools as unique educational places which offer a range of pursuits in classroom and beyond. In addition to offering a broad academic curriculum, middle schools and high schools encourage students to participate in various extracurricular activities; these include organized sports, special-interest academic pursuits, vocational clubs, supervised student government, newspapers, yearbooks, and various other activities. Extracurricular activities differ from standard courses in American school because they are optional, ungraded, and are usually carried out outside the school day in school. The researcher mentioned that although these activities are extra to the curriculum, they are closely linked to academic achievement and performance (e.g., math club, French club, national honor society). He concluded that the participation in this kind of context would enhance learning instruction. For example, parti cipation could raise an individuals status within the school, extend her or his social affiliations in the school community (Csikszentmihalyi, Rathunde, Whalen, 1993; Eder, 1985; Eder Parker, 1987; Kinney, 1993), or enable both to occur. The impact would be to make school a more meaningful and attractive experience for students who have experienced few successes in academic subjects. An overview of the educational and psychological literature on the effects of extracurricular activities indicates, curiously, that only subtle attention has been given to the effects of extracurricular activities for marginal students (e.g., Brown, 1988; Holland Andre, 1987). In contrast, a large amount of work has concentrated on the role of extracurricular activities for the smartest and the most privileged students. Specifically, (a) activities and positions of leadership may indicate only a small number of individuals (Brabd, 1987; Hollingshead, 1949, cited in Broh, 2002; Cooper, et al, 1999), (b) students of high socioeconomic class tend to report more engagement than lower class students and show greater leadership and talent within these activities (Csikszentmihalyi, Rathunde, Whalen, 1993; Hollingshead, 1949, in Broh, 2002), (c) girls tend to participate in more activities than boys (Coleman, 1961; Hollingshead, 1949; Jacobs Chase, 1989 all cited in Broh, 2002), (d) those individuals who participate in interesting activities tend to be popular with peers, are school leaders, and may be influential in conducting the status norms of the school social system (Coleman, 1961, cited in Broh, 2002; Eder, 1985; Eder Parker, 1987; Kinney, 1993), and (e) participation in academically linked activities is connected with somewhat higher levels of academic performance and educational attainment (Brown, Day Jones,1983; Marsh, 1992; McNeal, 1995; Shephard, 1996). Extracurricular activities also may facilitate the development of qualities such as determination and perseverance. Individuals with these characteristics may be less likely to surrender when they face challenging tasks at school, which also may explain the researchers found an association between extracurricular activities and school self-esteem (Marsh, 1992). 2.2.2. Formal and Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has suggested that formal and informal activity settings have different influences on motivation and feelings of competence (Guest Schneider, 2003). One study found that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments, while more time in structured groups and less time watching TV were associated with higher test scores and school grades (Marsh Kleitman, 2002, p.5). Structured activities outside of school may also facilitate the development of social ties (Eccles Barber, 1999; Larson, 1994). Time in organized activities, for example, may bring youth into contact with peers and adults who share their interests. Interactions with well-adjusted peers who share similar goals and aspirations, in turn, can motivate youth to do well in school and cause interest in future educational and occupational pursuits (Jordan Nettles, 2000). Jordan and Nettles (2000) also used broader conceptualizations of youths time outside of school among high school students and found that students who spent more time in structured activities (e.g., youth groups, sports) as well as students who spent more time alone in skill-building activities (e.g., computers, hobbies, reading) had higher math and science achievement. Schreiber and Chambers (2002) categorized adolescents after-school activities as in- or out-of school, academic or nonacademic, and organized or unorganized. Focusing on results for eighth grade African American adolescents, these researchers found that participation in out-of-school, nonacademic, organized activities (e.g., neighborhood clubs, nonschool team sports) was negatively related to math achievement, and participation in out-of-school, academic, unorganized activities (e.g., homework) was positively related to math achievement. These findings are consistent with theories about the benefits of participation in structured activities, which claim that such activities provide adolescents with opportunities to learn and develop skills (Bronfenbrenner, 1979; Larson Verma, 1999). In addition to specific skills, participating in sports and clubs may facilitate learning organizational, planning, and time management skills that are important for school success. Furthermore, participa tion may have implications for the self-system (Holland Andre, 1987). For example, participating on a sports team may promote self-confidence. Also students learn the attitude of respect toward their counterparts. They try to tie up their good school relationships and continue their friendships outside of the context of school. The feeling of self efficacy can also be developed within individuals as they see themselves supporters of other fellow students and the leaders of the groups. Leadership qualities are the special personal traits that their root can be strengthened within school days. 2.2.3. Academic Extracurricular Activities Extracurricular activities that focus on academic areas include the school newspaper, quiz team, science club, school government, and debate team or journalism club. Each of these activities promotes academic excellence and provides students with an opportunity to expand their content knowledge outside the classroom (Linder, 1999). While building leadership skills, students will also learn the advantages of technical writing, keeping and meeting deadlines and public speaking. Students will also have opportunities to broaden their content knowledge about unfamiliar subjects by conducting research in preparation for debates or academic competitions (Mahoney Cairns, 1997). Regarding the role of extracurricular activities for ESL/EFL students, Al-Ansari (2000) confirmed the previous research that  sheltered curricular exposure to the target language through English-medium instruction would seem intuitively to be a qualitatively different and potentially much richer source of intake than other, less sheltered kinds of exposure, especially as far as the development of academic proficiency in the target language is concerned (Krashen 1982; Wigzell 1983; Wesche Ready 1985). ).  In order to verify this impression, Al-Ansari (2000) carried out a study in a sample of Bahraini university students. He gave the students two types of questionnaire. The first part of the questionnaire was designed to measure the amount of extra-curricular contact and the second part the amount of curricular contact through English-medium instruction in subjects other than English language.  Ã‚  For the first part of the questionnaire, a set of questions, each with three alternative responses, was formulated to measure the frequency/duration of each of the modes of contact: Extra-curricular listening activities included watching English videos, films and TV shows, listening to English programs on the radio. Listening activities consisted of both academic and nonacademic extracurricular activities. The next category was out-of-class speaking activities with various categories of competent English speakers such as parents, teachers, fellow-students and others, both on and off campus. Like the previous category, this one also included both academic and nonacademic extracurricular activities. The thi rd classification was reading activities involving different kinds of reading materials in English such as newspapers and magazines, stories, non-fictional material other than course-related material. The focus of this category was mainly nonacademic materials. Next item was social interaction with the target language community within Bahrain in places such as home, in clubs, recreation centers and other locations. Here the emphasis was mostly on nonacademic activities. The next part of the questionnaire belonged to questions regarding contact hours of English-medium instruction per week. The findings with regard to extra-curricular contact had different implications for different categories of learners.  As far as the average achievers were concerned, the implications were clear:  in order to improve their proficiency level, they need to be more engaged in various extra-curricular activities in the target language, especially listening and speaking activities. The results obtained for high achievers and underachievers, however, suggested that contact with the language outside the classroom was not a solution that would guarantee further linguistic development at all levels of attainment.  With regard to the underachievers or false beginners, the findings were consistent with two possible inferences:  either their level of proficiency was too low for them to derive any benefit from the kind of extra-curricular exposure they got to the language, which would suggest that much of the input they received was largely incomprehensible, or they did not have the necessary cognitive and verbal characteristics to derive the kind of benefit from their exposure that would be reflected in higher scores in an academically biased proficiency test Much of what has emerged from the Al-Ansaris (2000) study supported Krashens (1982) views.  Central to his main thesis is the claim that certain linguistic environments and certain kinds of linguistic activity are a richer source of intake than others.  This claim was proved by Al-Ansaris (2000) findings, which presented that sheltered curricular exposure correlates more consistently with attained levels of proficiency than unsheltered extra-curricular exposure. In another study, Dheram and Rani (2007) carried out a study on how the newspaper as an academic extracurricular activity could be used for promoting learner autonomy in an international classroom with varying levels of English proficiency. It highlighted how the authentic use of the language helped the ESL/EFL teacher turn the newspaper into a powerful tool for encouraging reflections on its relevance to language learning. Similarly, the activities demonstrated how the students imaginative and creative potential could be used for

Working with the Handicap Ski Program Essay -- Personal Narrative Essa

Working with the Handicap Ski Program    The roots of adaptive skiing were in war and accidental injuries. In 1942 Franz Wendel was the first person to enter a competition for people who are handicapped. After suffering a leg amputation in the war, he fashioned a pair of crutches and attached them to short skis enabling him to crutch ski. By the late 1940's the Austrian Ski Association was financing a division for handicapped skiers while at the same time European and American programs at army hospitals were developing. The Vietnam War produced many unfortunate casualties but also provided a boost to the development of adaptive skiing. Equipment and facilities have continued to grow and improve in recent years. A new era began in 1983 when the International Olympic Committee sanctioned the Third World Winter Games for the Disabled. Not only did this boost the prestige of the program, it also helped to promote fund raising efforts and program development worldwide. The Third World Disabled Ski Championships were held in 1986 in Sweden and the United States placed first.    So why is there skiing for people with disabilities? Outdoor recreation is fun and healthy for everyone. For people with disabilities, skiing means adventure, exercise, se... ...skis are used for skiers unable to ambulate at all. Mono skiers require more upper body strength to use the equipment. Today with advanced technology, the bi ski is replacing the sit ski.    Since the completion of my training program I have had students of varying ages, disabilities and skiing levels. They have provided many new learning experiences for me. Without a doubt I have consistently observed the pleasure this sport gives to the students and their families. Physical and mental growth are very important to the overall well being of the student. Sharing my skills and love of skiing has been fun and rewarding to me.

Conservatism ‘key words’ Essay

Authoritarianism – Strong authority imposed from above is necessary or desirable and therefore demands unquestioning obedience. ‘Harsh’ form of social control via the legal system and criminal policies.. Thatcher’s slogan ‘TINA’ is associated very much with authoritarianism. It translates into ‘There Is No Alternative’ – we must be harsh! New Right – An ideological trend within conservatism that embraces a blend of the laissez-faire economics and social authoritarianism. (Reagan + Thatcher) New Right conservatism is an amalgam of neo-liberalism and neo-conservatism. In this combination exist two counter ideologies which ultimately go hand-in-hand to make each other work; Classical liberalism and Traditional conservatism. Traditional conservatism is much about the community as a whole working together to create social cohesion. In Traditional conservatism the individual should work, be disciplined and have a sense of self-realisation. Authoritarian rules can cater for individualism by moulding a social matrix within which autonomous peoples can pursue their interests, and prosper accordingly. Classical liberalism referred to as ‘neo-liberalism’ is about the free market, allowing the individual to be free from state intervention in private family life such as spending. Privacy here gives the individual a motive – work hard, earn money, and spend it in any way within the legal boundaries. Anomie – A weakening of values and normative rules associated with the feelings of isolation, loneliness and meaninglessness. (Durkheim argument against negative freedom.) Organicism – Belief that society operates like an organism, whose parts work together. The organism is sustained by a fragile set of relationships between & amongst its parts. Organisms are shaped by ‘natural factors’. i.e the family was not invented by a social thinker but is a product of natural social impulses. Disraeli’s One Nation conservatism was very much framed by the Organic model†¦ For a body to function healthily all of its organs and limbs must correspond in a symbiotic relationship. Taking the latter formula into account and applying it to a human society we see that the paternalistic government has to carry out its duty of care known as noblesse oblige whilst the people pursue their legal obligations such as tax-paying and law-abiding. The Organic model gathers all individuals; irrespective of class, race, gender or sexuality, and places them into one whole – a nation. Hierarchy – A system of social positions or status Natural aristocracy – The idea that talent and leadership are innate/inbred qualities and can not be acquired through effort or self-advancement. (Burke supported this; â€Å"there must be leaders and there must be followers†¦Ã¢â‚¬  Authority – The power or right to exert influence (give orders, make decisions, enforce obedience). Conservatives authority develops naturally in society –> Parents have authority over their children. Thus –> Authority refers to the ability to exert influence over a people either by force or by legitimate procedures. In a self-determined nation-state authority is de jure, the people have accepted the body of authority and thus have accepted the policies imposed by such authority. However, in a failed society such as Mogadishu where there is no identifiable centre of authority, bodies of government operate by force, fear and de facto authority. –> So yes, the POWER (de facto) or RIGHT (de jure) to make decisions. Property – The ownership of physical goods or wealth. Burke used property as a metaphor for tradition. We should respect traditional institutions as we inherit them just as we inherit property. Property provides security –> something to ‘fall back on’. Those who own property are more likely to respect the property of others and be aware that property must be protected from disorder and lawlessness. (Property–>stake in society) Privatisation – Transfer of state assets to the private sector. Free market/laissez-faire approach. Reflects a contraction of state’s responsibilities. Populism – the political doctrine that supports the rights and powers of the common people in their struggle with the privileged elite. (Perà ¯Ã‚ ¿Ã‚ ½n –> helping the ‘shirtless ones’) Paternalism – the attitude (of a person or a government) that subordinates should be controlled in a fatherly way for their own good. (Laws such as wearing a seatbelt. ‘Soft’ and ‘Hard’ paternalism) Neoliberalism – Liberal political views with an emphasis on economic growth. Free market as the ideal form of social organisation and as a means of solving all central political issues. (Friedman) Neoconservatism – A modern version of social conservatism that emphasises the need to restore order, and return to traditional values. One must observe the context within which Thatcherism developed. Thatcher came into office at a time when society had become permissive. Gay rights were being sought after, multiculturalism was on its highs, teenage pregnancies became modern fads, rebellion became the Rock’n’Roll attitude of the time –> society was loose. Thatcher thus decided that order must be restored. And she brought this restoration about by punitive laws and restrictions.

English Class Reflection Paper Essay

It’s hard to believe that my amazing journey in English 104 is coming to an end. The journey has been so much more enjoyable than I initially expected. I have tried to avoid taking English 104 numerous times because reading and writing have not been my strong points. Each time I attempted to take this course, I dropped it due to a particular instructor style, or a boring set of literary materials. This time around was different, as I set my goal to obtain my bachelor degree in Business Administration by the end of this summer. Therefore, I was determined to force my way through this class no matter what challenges I had to endure. To my pleasant surprise, this class was much better than the others. I felt the information and learning come much easier. I enjoyed the class materials and the professor did a very good job responding in earnest to my submissions. Because of the much better experience, I truly believe I have become a better writer and a better critical thinker. Through the discussion board and the professor‘s guidance of our writing assignments, I have improved my analytical skills as well as developed a greater organizational skills. The discussion board was an important tool in developing my understanding of different aspects of the literature reviewed in this course. This new discussion format allowed me to read other students contributions on the same topic, as well as Professor Duclos-Yourdon’s direct and prompts for a deeper analysis. For example, in week five discussion three, we discussed Sister James‘ character, as I said â€Å"Father Flynn offers reasonable explanation about the situation and his involvement with Donald and Sister James’ doubt is appeased. This shows that Sister James is easily persuaded and has no eager to actively seek the truth on her own†(Vickery DB) Following my thread, Kimberly raised a very interesting question by adding, â€Å"who is the real criminal in this play Is it Father Flynn with what reported or is it Sister Aloysius as she manipulates Sister James for her own benefit?†(Voss DB) Through engaging discussion with students on a regular basis, I was able to develop a more detailed understanding of literature work. Additionally, alternative views helped me to incorporate logic and critical thought into my arguments. As a result, I am better equipped to gather necessary information to begin writing my assignments. Professor Duclos-Yourdon’s guidance was crucial in helping me develop my critical thinking skills. Our first literary analysis essay was the most difficult one for me in this course as I had not written an academic paper in nearly ten years. I decided to write my first paper on â€Å"The Yellow Wallpaper† and wanted to submit my rough draft for initial feedback. For fear of not achieving the minimum 1000 word requirement, I began to construct random ideas in my paper, as the professor commented, â€Å"Your argument should stay focused on the story. These larger implications can be raised in the conclusion if they come naturally from your argument.†(Dulcos Essay1) Later, she suggested, â€Å"To develop this argument, you could first write a paragraph establishing the wallpaper as a symbol for entrapment (as you have done). Move from there to the narrator’s loss of individuality, and finally explore the narrator’s transformation into this shadow woman.†(Duclos Essay1) These comments resonated with me and gave me great ideas on the direction I wanted to take the paper. I began to interpret the evidence in a deeper way and rethought my thesis statement to be more focused. Moreover, I deleted the unnecessary paragraphs, reorganized my ideas and supported with factual evidence. As a result, the comments I received from Professor Duclos-Yourdon were so insightful it helped not only develop confidence, but also resulted in a perfect grade. With the additional practice of literary analysis in this course, I conclude that writing is a lot like mathematic. Like mathematics, where there is a specific formula to follow to get a result, so there is also a formula in literary analysis to construct an organized essay. I learn in my previous English class that an essay consists of some very basic elements, for example, an introduction, three body paragraphs, and conclusion. It all sounds really easy, but without following some formula, the result wanders and is difficult to follow. What helped me in this course was learning to break paragraph down into more detail. For example, the topic sentence should clearly tell the reader what the paragraph will explore. Then, simple lead in sentences should be followed by evidence from the literature work. Finally, I complete the prograph with my own interpretation of the evidence. It’s a pretty straight forward method and I can relate to it more as I love formulas. So every time I got baffled, I think of my paper as this giant math equation to solve. Taking these baby steps has helped me in completing all my assignments without feeling defeated. Finally, I realize the importance of taking English classes during the first two years of one’s college career because it prepares a person to communicate well in written words as well as spoken. Although I waited till the final year of college to take this course, the analytical, writing, and organizational skills I learned will benefit me for many years to come. I am looking forward to utilizing these newfound skills in my next career opportunity as well as graduate school. Work Cited Duclos-Yourdon, Melissa. Vickery_ Essay# 1. May 13, 2012 Vickery, Susie. Discussion# 3 Sister James. May. 29, 2012 Voss, Kimberly. Discussion# 3 Sister James. May 31, 2012