How technology effects children

How innovation impacts kids Innovation is one of the chief main thrusts of things to come; it is changing our lives and molding our future at rates astonishing ever, with significant ramifications which we cannot start to see or comprehend. In todays world we are tormented with innovation. The innovation which encompasses nearly everybody in the cutting edge society, is changing each day, and will always be a staple in our lives. Children in the current age are enchanted with innovation. Albeit maybe it isn't that they worship innovation so much yet the basic reality they have never lived without. Innovation has significantly affected youngsters that has welcomed on certain worries. Our basic concern has been that albeit computerized innovation has helped childrens ability for performing various tasks, their capacity to process data profoundly might be breaking down (Carpenter, 2000). There is immense measure of innovation in todays world, yet there are three fundamental segment of innovation that is having the best effect on youngsters: computer games, TV/media, and PCs. The cutting edge innovations we have today are hugely incredible; they draw in our hereditary inclinations. The human cerebrum is pulled in to outwardly introduced data. Computer games, TV, films and PC programs are on the whole outwardly arranged and in this way they polarize and keep the consideration of kids. The innovation which is a few seconds ago starting to be controlled and outfit is influencing the brains of little youngsters and youths in manners that could be destructive. By a wide margin the biggest worry of innovation today is computer games. There have been such huge numbers of tests and studies to attempt to make sense of if computer games have a negative or beneficial outcome on our kids. A developing group of exploration is connecting brutal computer game play to forceful psychological, mentalities and practices (D.A. Gentile, 2004). Computer games can clearly be perilous for our kids causing hostility, terrible exhibitions in school and stoutness. Despite the fact that we cannot accuse these issues for the utilization of computer games, there have been numerous examinations to demonstrate so. Young men do appear to be more pulled in to video games than young ladies are, Adolescent young ladies played computer games for a normal of 5 hours per week though young men arrived at the midpoint of 13 hours every week (D.A. Gentile, 2004). The impacts of both brutal and peaceful computer game playing can be dictated by the measure of time playing the computer game and by the substance of the games being played. The substance of the games being played could have a factor in how a kid acts in school, and how forceful they are towards companions and educators. Clearly if a youngster is playing a long time of brutal computer games, this can prompt them carrying on savagery and having no ramifications for it. In the event that a youngster took the time that they played computer games a week and utilized that opportunity to be occupied with perusing, schoolwork or even an inventive movement marry have less issues with our childrens school exhibitions. Guardians should screen to what extent their kid is playing computer games, yet this doesnt consistently occur. A kid who plays computer games for significant stretches of time could likewise develop a social divider, become an introvert. It is significant for kids to cooperate with other kids so as to help build up their social abilities, which without will make it hard to make it in this world. At the age kids begin playing computer games, it is difficult for them to recognize what is reality and what isn't. So at times the brutal demonstrations in computer games could cause the kid to accept the world is an unnerving spot. In excess of a thousand logical investigations and audits reason that huge introduction to media, and computer games of brutality expands the danger of forceful conduct in specific youngsters, desensitizes them to savagery and causes them to accept the world is a meaner and more alarming spot than it is (Tompkins, 2003). Kids who are playing unlimited long stretches of computer games are likewise said to have less pastimes and exercises, which may prompt stoutness. Weight in little youngsters has become a staggering issue nowadays. They are presently making fit computer games such a Wii Fit, which includes real development and exercise. Computer games like these are phenomenal particularly if your youngster simply needs to play a computer game. There are instructive computer games out now, increasingly more are surfacing. The measure of time youngsters play these is totally not quite the same as the measure of time kids are playing rough computer games. Instructive computer games cle arly can do a great deal for your kid, they can improve jargon, science, and some wellness. So expanding the time they are communicating with instructive computer games is said to have an extremely constructive outcome on them. Despite the fact that they make computer games with the purpose to be engaging, testing and here and there instructive, the vast majority of them do incorporate some type of viciousness. Late substance investigation of computer games show that the same number of as 89% of games contain some vicious substance and that about portion of the games incorporate genuine brutal substance towards other game characters (D.A. Gentile, 2004). It is presently a well established actuality that playing savage computer games increments forceful practices, increments forceful psychological, increments forceful feelings, diminishes expert social practices and increments physiological excitement. So individuals do say that youngsters who as of now have forceful propensities get treatment from playing brutal computer games. By discharging their hostility on playing a computer game, they are more averse to be forceful towards others. At that point others accept that brutal computer games perhaps progress ively hurtful to the youngsters who were typically forceful as of now. Since savagery is such an alluring part to a computer game, organizations will keep on continuing selling rough computer games, to get more cash-flow. Albeit now they do for the most part list the rating on the game, yet whos to state that guardians will look into the rating. Most guardians are to be faulted for their kids playing vicious computer games, by what other method would they get the game? Guardians should be considered answerable for the impacts that brutal computer games have on our kids, they should screen them all the more intently. Late exploration has indicated that associations between kids playing vicious computer games can cause later forceful social issues. By and large examinations have additionally demonstrated a twelve percent expansion in forceful conduct in the wake of viewing brutal TV also (Tompkins, 2003). For a long time it has been separated of the repercussions that TV has on youngsters. Presently we have those unique chips called V-chips to place in the TVs to obstruct certain projects or channels. However, who realizes what your kids are watching when they go to a companions house, or even at school. Presenting your youngsters to some viciousness nearly appears to be inescapable, wherever we turn there is a savagery on another bit of innovation. Unlimited long periods of staring at the TV might be thought of as to some degree engaging to a youngster, however it has such negative consequences for them. Television is reliably fortifying sexual orientation jobs and generalizations which isnt cons istently something worth being thankful for to show our youngsters. A kid ought to be out going around, investigating their condition, taking an interest in exercises and sports. Youngsters who see media savagery are bound to have expanded sentiments of threatening vibe, diminished enthusiastic reaction to the depiction of viciousness and injury that lead to fierce conduct through impersonation (Tompkins, 2003). During the initial 2 years of a childs life, the mind is at a basic creating period. TV can hinder a youngster investigating, learning and investing energy communicating with their folks and other kids. Having the opportunity to play with others assists kids with building up the abilities they have to develop subjectively, truly, socially and inwardly. In the event that guardians limit the TV that their pre-young kid is watching it tends to be something to be thankful for whatever length of time that what they are viewing is instructive or age fitting. On the off chance that you permit your kids especially ages 2-7 to watch shows or motion pictures with alarming beasts, they will recall those terrifying appearances. Youngsters this age make some hard memories recognizing genuine and dream, so to reveal to them that beasts dont exist, wouldnt truly reassure them. While kids 8-12 are generally frightened by cataclysmic events, the danger of brutality and exploitation of children. Numer ous shows or motion pictures now a days portray hazardous practices, for example, sex and substance misuse. They depict these things as cool, fun and energizing, and there is frequently no conversation about the outcomes of these activities. Increasingly more now we are seeing liquor promotions on TV, and progressively underage kids are being presented to them. More than 60% of network shows being appeared in prime time contain some type of viciousness (Tompkins, 2003). They are currently connecting youngster corpulence to over viewing of TV which incorporates at least four hours every day. While staring at the TV kids are generally idle and normally eating. Children are getting overpowered with the numerous advertisements on TV urging them to eat undesirable nourishments. The promotions are intended to target kids, by demonstrating sweet grain, or sugar filled soda pops. Youngsters are being controlled by promoting organizations, so then they ask and beg their folks to get them pre cisely what they have seen on TV. In another investigation of preschoolers (ages 1-4), a childs danger of being overweight expanded by 6% for each hour of TV viewed every day. On the off chance that that kid had a TV in their room, the chances of being overweight bounced an extra 31% for consistently viewed. Preschool kids with TVs in their room viewed an extra 4.8 long periods of TV or recordings each week(Dennison, 2002). Guardians should regard sitting in front of the TV as a benefit, perhaps not permitting TV in their childs room will help decrease the level of overweight youngsters. Its straightforward

The George Washington Writing Center - The Best Eco-Friendly Writing Station

The George Washington Writing Center - The Best Eco-Friendly Writing StationThe very name of the Washington Writing Paper is a symbol of wisdom and leadership. They are made from either 100% natural wood or coated in either pine or poplar (depending on your choice of color).The Writing Center offers writing stations for children and young adults to use as well as grandmas and grandfathers. It's an essential accessory for any writer. Most Writers Centers will also ship them worldwide for you to receive and try out.The colors available in the Washington Writing Center are blue, red, yellow, green, and orange. Your choice of paper color is available in brown, black, white, or yellow.The construction of the Washington Writing Paper is considered to be unique. There are no 'cliffs' that you have to get cut off of the right side of the material. The paper itself is stretched into place on its own hinges. This type of construction is considered to be more comfortable than any other writing surface you can buy.The new, Eco-Cleaning paper is produced with a natural recycled content that enables it to retain heat. A heat print formula is used to allow the papers to retain heat and also keep it from being in contact with the elements for as long as possible.The George Washington Writing Center even offers pens made from their eco-friendly paper. The paper comes in a variety of different sizes. You can choose to use a soft nib or an italic nib.In addition to the writing instruments, the Writing Center also offers a line of decorative items that compliment the writing center. You will find cute teddy bears, heart-shaped inkwells, and assorted fun writing utensils. The Washington Writing Center also offers an extremely useful educational book: 'Learn to Write.'If you're a writer, then you will not be able to ignore the ease of use and comfort of the Washington Writing Center. Everyone will enjoy the unique designs and colors that were chosen to compliment the specific needs of each writing center and product.

Lord of the Flies as an Allegory Essay

The Lord of the Flies whenever read at face worth can be deciphered as short book about the battle to make due on a remote location and its physical and mental effects on its occupants. In any case, when the peruser looks further, they see a novel that is a purposeful anecdote that is loaded up with rich and point by point imagery in practically all parts of the book. A purposeful anecdote is characterized a kind of composing that presents theoretical thoughts or good principals as representative characters, occasions, or items. â€Å"The topic is an endeavor to follow the imperfections of society back to the deformities of human nature† (Golding 204). The epic starts as our hero meanders along the sea shore. Ralph speaks to administration, request, and development for the island. He utilizes his capacity to benefit the individuals, particularly to ensure the â€Å"littluns.† The littluns speak to the individuals administered by a legislature. For their situation, the â€Å"bigguns† (the more seasoned young men), exploit the young men and before long disregard them altogether. As the conch was blown â€Å"A profound unforgiving note blasted under the palms, spread through the complexities of the woodland and resounded once more from the pink stone of the mountain† (Golding 17). Radiating a relentless sound, the conch additionally had the characteristics of power, solidarity, and force. At the point when the general public is framed, the kid who holds the conch is the just one permitted to talk. Jack originally initiated this when he said â€Å"I’ll give the conch to the following individual to speak† (Golding 33). As the story advances, the conch looses its capacity and impact over the youngsters and is in the long run squashed when Piggy is stomped on by a stone. This denotes the finish of any majority rule and enlightened society on the island. Piggy speaks to knowledge and mortality. He acts with reason like an adult would in his circumstance. Other than acting like a parent figure, Piggy likewise gives authority when the clan is part down the middle. â€Å"But no one else comprehends that about the fire. On the off chance that somebody tossed you a rope when you were suffocating. In the event that a specialist said take this provided that you don’t takeâ it you’ll pass on you would, wouldn’t you? Can’t they get it? Without the smoke signal we’ll kick the bucket here?† (Golding 139). The sign fire is another image that changes to mirror the descending winding of the youngsters. The fire was initiated by Ralph and Piggy as an endeavor to attract consideration any expectations of salvage. The fire can be viewed as an association with development and as progress itself. At the point when the fire consumes well at an ordinary pace, the island finds a sense of contentment. â€Å"We’ve got no fire. That thing just sits up thereæ'{ we’ll need to remain here† (Golding 129). Yet, when the fire is out, the young men seen to free enthusiasm for human advancement and return to crude, savage creatures, which mess up the delicate island society. Strangely the fire that realizes the boy’s salvage isn't the sign fire, yet a backwoods fire began by Jack to drive Ralph out away from any confining influence. The fire represents power and the administration of the clan, as it gives warmth and warmth to cooking. At the point when Jack picks up the capacit y to make fire, he holds onto control of the clan. Piggy’s glasses take into account the formation of all fire on the island. The glasses represent science and insight and their effects on society. The glasses likewise assume a critical job in the anticipating of the confusion that will in the end result on the island. â€Å"Jack smacked Piggy’s head. Piggy’s glasses took off and tinkled on the rocks. Piggy shouted out in dread: ‘My specs'† (Golding 71). The breaking of Piggy’s glasses can be viewed as the beginning of the occasions that will make the island slip into complete and inevitable disorder drove by Jack’s insurgency. Jack Merridew speaks to a hunger for force and viciousness equivalent to basic impulses. Jack utilizes his capacity for joy just, gradually developing into an all out despot when the clan parts. â€Å"There isn’t a clan for you any longer! I’m chief† (Golding 181). Jack can't acknowledge bargains in his position and efficiently partakes in, if not answerable for, the passings of the individuals who restrict him in his way to control. Jack utilizes the mammoth as a way to chase all the more regularly and later addition power. The mammoth is only the abhorrent and base senses imbedded profound inside us all. Everybody on the island fears it, while truly it is basically doesn't exist. Apparently the more the young men act brutally, the more genuine the monster becomes. Before long the young men begin to venerate the mammoth and leave contributions to the brute. This head is for the mammoth. It’s a gift† (Golding 137). The ruler of the flies is the blessing left for the monster. It’s a grisly pig’s head on a stick. The ruler of the flies is a physical indication of malevolence who summons the repressed monster inside all of us. At the point when Simon addresses the ruler of the flies, its actual nature is uncovered. â€Å"You knew, didn’t you? I’m part of you† (Golding 143). All through the story Golding utilizes his characters, items and occasions as images to get a more profound significance over. The book weaves a convincing story of confidence against the darkest side of human malice. Despite the fact that the novel shows that malevolent in each individual exists, the fundamental human goodness despite everything seems to win when everything is said and done. The Lord of the Flies is genuinely an advanced great with a message for everybody.

The Four Elements of Competence - 275 Words

The Four Elements of Competence (Coursework Sample) Content: LawNameInstitutionLawThe four elements of competence include duty, breach, causation and damage. Duty can be proved through the existence of the client/attorney relationship; Breach is proved by acts constituting negligence; Causation can be proved by omissions that are the direct cause of damage; and damage by the actual damages (Orlik, 2013).Mental competence is the key to rational decision making. From the legal perspective the concern is whether a person has sufficient competence to take some significant steps that have legal consequences. In the legal world, competence is the legal is the legal knowledge and skill required for representation, preparation and thoroughness. Unfortunately usage of drugs and alcohol due stress in the legal world has led to many lawyers to be incompetent. Lawyers violating the regulations requiring a lawyer to offer competent representation for their clients should face disciplinary actions from the disciplinary authority and if any h arm has been caused to the clients then they should be compensated (Orlik, 2013).Aside from a cause of action in negligence, the client may file for other causes of action against the incompetent lawyer. The client might bring a breach of contract claim or calendaring error claim that arises from the lawyer making date entry errors, failure to use file review dates, absence of back up calendar and...

What Are the Importance of English Language in This Modern...

what are the importance of english language in this modern world In recent years, English is more and more popular in the world. It attracts people due to the interestingness in its tune and structure. However, beside the tune and the stucture, this language is learned and studied by a higher number of people with every passing day because of its two importances in this modern world: a mean to communicate and to creat a greater opportunity for a job. The first importance of English language is that it is a mean to communicate in the interconnected and interdependent world. Nowadays, English is called International Language and it is also the second laguage of many countries in the world. Therefore, we can realize the importace in†¦show more content†¦(get acccess to various sources of knowledge) - Già ºp tà ¬m hiá »Æ'u cà ¡c ná » n vÄÆ'n hà ³a trà ªn thá º ¿ giá »â€ºi (get to know cultural backgrounds of countries) - Già ºp tà ¬m Ä‘Æ °Ã¡ » £c má »â„¢t cà ´ng viá »â€¡c tá »â€˜t, lÆ °Ã† ¡ng cao (can find a good job with high salary and chances of promotion if you know English) - Già ºp bá º ¡n khai thà ¡c tá »â€˜t internet... (well-explore internet) - Cà ³ thá »Æ' Ä‘i du lá »â€¹ch hoá º ·c là  m viá »â€¡c á »Å¸ nÆ °Ã¡ »â€ºc ngoà  i má »â„¢t cà ¡ch dá »â€¦ dà  ng. (can travel or working abroad easily) The Importance Of Learning English In The Modern World Thousands of students travel to study it, businessmen wish they were more fluent in it and all around the world, having a strong grasp of the English language is a revered skill for non-native speakers. It might not be the most commonly spoken native language in the world, but Englishs reputation as the global language of business, information and entertainment is the reason that the language is learned and spoken by more people than any other. Its easy to grasp and opens doors in nearly every aspect of life. Why learn English now? Significant advancements in technology and travel have worked together to break down the figurative walls that have stopped us from being one unified global society. Communication and information is no longer limited by distance with the internet and smart mobile devices all widely in use and readily available. Language barriers are one of the only things that keepShow MoreRelatedThe Origins Of The English Language1318 Words   |  6 Pagesof the English language. A. The English Language begins as Old English, which was spoken from the fifth century A.D. until the eleventh century. 1. Old English is also known as Anglo- Saxon. It is named after the Germanic tribes that migrated to the British Isles during the fifth and sixth centuries. a. These Germanic tribes were known as the Angles, Saxons and Jutes who originated from parts of present-day Denmark and Germany. b. According to oxforddictionaries.com, Old English is consideredRead MoreImportance Of Second Language Essay1096 Words   |  5 Pageseveryone in the world can speak and listen using their first language even though there is some illiteracy in existence. And we use a language most every day in our lives. As mankind has evolved in the world, language has evolved as well. The initial language of mankind was very simple communication and very close to how animals communicate. As time has gone by, the language of mankind has developed in many ways until now, so we have really diverse and complex languages unlike the language of animalsRead MoreBuilingualism and Multibilingualism: John Edwards, 800 Words   |  3 PagesProject Objectives By writing this project I expect going deeper into the field and analyze the importance and consequences of blingualizing world. In the near future the general dissemination of information technology and knowledge generation technologies will claim the ability to understand things and events beyond the particular professional niche, ability to adapt to new phenomena, personal need of changes and cooperation at the international level. This creates a social order for professionalsRead MoreA Brief Note On English And French Language Essay1709 Words   |  7 PagesIntroduction: Language is a method of communication and plays the main role of transmitting knowledge. The invention of the internet transformed the whole world into a room, which you can enter to communicate with people or companies from different regions. English and French language are commonly used by more than 60% of people across the world. History is the reference of a specific country, which is also transmitted by language .By other words, language is the major source of communicatingRead MoreThe University Of Texas At El Paso1392 Words   |  6 Pageswrote the article, â€Å"What the World Will Speak in 2115,† in one hundred years English will become the most widely understood language. If current trends continue, in the future one can imagine a world in which humans all share a single universal language. Having a common language would potentially open the doors to many opportunities for increased economic activity and cultural interaction. Additionally, as we travel into the 22nd Century, lesser used and more complex languages that are spoken todayRead MoreHow Latin and Greek Languages Have Affected Us Today in Various Ways1559 Words   |  7 PagesIt is common for languages to take words, phrases and meanings from one another, and this is no different than English taking from Greek and Latin. While some Greek or Latin words have been changed into prefixes and suffixes, others have become phrases, and even events have garnered their own meaning by today’s standards. This includes the adaptation to technology, science, military purposes and even everyday use, many of which are significant in their own respective area. Many Greek words have beenRead MoreLanguage Barriers are Problems Faced by Employers in Today’s Economic Workforce1179 Words   |  5 PagesThe modern workplace does not consist solely of employees whose native language is standardized English. In fact, within recent years there has been a large influx of people whose first language is Spanish. While it is not legally mandated that an employee speaks English within the workplace, it is generally left to the discretion of the employer, provided the policies do not violate equal opportunity regulations. However, employees do not necessarily have to comply, unless specifically spelledRead MoreEnglish is the Most Important School Subject for Students to Learn1007 Words   |  5 PagesEnglish is, almost certainly, the most important subject that a child can learn in school. Without knowing proper English, a child will not be able to communicate effectively with the English speaking nation. They would be shut off from education and other people in this country. A person who does not poses proper English limits his or her ability to achieve their highest potential. Knowledge of the English language is important to learn to be able to communicate with others, in the teaching of immigrantRead More Standardization of Language Essay838 Words   |  4 PagesStandardization of Language Language is a method in which individuals communicate to get their opinion and ideas across to the other party. It varies in its communication methods; it can be verbal and physical i.e. body language. A language is significantly related to the speaker’s language culture and identity, any alteration in language causes an effect on identity. Therefore I believe that language should be standardized under specific rules, regulations that support the language and prevent mergingRead MoreThe Power of Language 1984 Comparison Essay1525 Words   |  7 PagesThe Power of Language George Orwell, the writer of many highly regarded literary works, is extremely interested in the power of language, mainly how it is abused. By analyzing two of his works, 1984 and Politics and The English Language, it is clear that Orwell is using his writing to bring awareness to the dangers of the manipulation, misuse, and decline of language. In 1984 he demonstrates how language can be used to control thought and manipulate the past. This is proven throughout

Career Episode An Intern - 1502 Words

CAREER EPISODE 01 a) Introduction 1.1. In this career episode, I have described the activities from 1st June 2010 to 25th June 2010, the period during which I worked as an Intern for TIDC India, Andhra Pradesh. I was a full time Intern for the above mentioned period, completing the internship as part of the course work for ‘Industry Oriented Mini Project,’ during my degree ‘Bachelor of Technology – Mechanical Engineering.’ b) Background 1.2. In the final year of my bachelor’s degree, as part of a course called ‘Industry Oriented Mini Project,’ I had to complete a short term project in a company relevant to my field of study and I was fortunate to get an opportunity to work with TIDC India, as an Intern under the supervision of the Production Manager. 1.3. TIDC India is one of India’s leading manufacturers of power transmission chains for industrial, automotive and agricultural segment and is part of the INR 269 Billion Murugappa Group. The company made its entry into Fine Banking in line with its vision of becoming a leader in power transmission components and is now a major supplier of FB components to the automotive industry. 1.4. Low carbon steel is one of the most commonly used steels in the manufacturing of power transmission chains, because its price is relatively low and it provides acceptable material properties for many applications. Its low carbon content (0.05-0.15%) makes it malleable and ductile. Although it is relatively lower in tensile strength, itsShow MoreRelatedMedical Shows, Scrubs and Greys Anatomy Stand Above the Rest592 Words   |  3 Pagesbecause of Shonda Rhime’s use of character, point of view, and conflict. Scrubs main character is John Dorian or J.D played by Zach Braff. Greys Anatomy main character is Meredith Grey played by Ellen Pompeo. They both begin the series as staff interns who try to balance their personal lives with the demands of their medical training. 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It is now playing on channel 4 at 10.35 again on Thursdays. The time it is aired at, shows the adult humour of the programme and some scenes that could be unsuitable for children. I am analysing the first show in the series. In my opinion it is the most important as it determinesRead MoreThe Acclaimed Director Steven Spielberg545 Words   |  2 Pages His real career began when he came to Universal studios as a unpaid intern. He began work on a theatrical film for release. It was titled Amblin, and was 26 minutes in length. The vice president of Universal’s TV branch saw the short film and offered Spielberg a job as a director. Spielberg took the opportunity, dropping out of his university at the same time. His first professional TV job came when he was to direct on of the segments of the 1969 pilot of Night Gallery. The episode was unusual

George Orwell’s Vision Compared to Our World Today free essay sample

Vision compared to our World Today Our world today is almost the same as what George Orwell explains in his book â€Å"1984†. George Orwell came up with a story like 1984 and it is amazing that his book is almost similar to how life is in 2013. For example, in 1984: telescreens were in all public and private places, so the populace could be watched to prevent thoughtcrime. Now: Surveillance cameras are in most buildings (operated by businesses), and in some public streets (operated by police) to prevent crime. Although most of these cameras are operated by private businesses instead of our intrusive government, the end result is the same. Another example would be, 1984 : Useless statistics, incorrect economic predictions, and slanted opinion polls are presented on the telescreen as legitimate news, to give people the impression that things are getting better, and that all people agree with the popular way of thinking. We will write a custom essay sample on George Orwell’s Vision Compared to Our World Today or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Today: Useless statistics, incorrect economic predictions, and slanted opinions polls are presented on the Evening news as legitimate news, to give people the impression that things are getting better, and that all people agree with the popular way of thinking. There is a ministry of peace in 1984, we call it the department of defense. Also, the Thought Police can be related to our regular police. I feel that the Thought Police have taken their unofficial laws and rules to a severe extreme and impressed the people so bad under them that they are forced to live in fear. Now-a-days, people actually live in fear when a cop is around. I dont think Ive ever seen someone not say, Look! Its a cop! Watch out! , or something to that effect in which they are afraid to act as if they would without the cops presence. Therefore, both the citizens in our world and 1984’s are forced to feel fearful and guilty when a face of authority is around, but obviously with the Thought Police it was a bit more stressful and strict. Also, Big Brother is said to be watching everyone in 1984 and the government can invade the peoples privacy in the novel, and how our government today can very well invade ours too. President Bushs passing of the Patriot Act enabled the random government officials to snoop around with our phone lines, therefore violating our freedom of speech in a sense. And, once again, in challenging our rights, we are forced to live under a stronger sense of fear. I feel that Orwell is really trying to say that our government and nation is and can become a dystopia, if we allow it to. The people need to take a stand and fight for their rights. If everyone remains silent, then no changes will take place. Speaking out is truly the key to getting what you want, and it will keep us from forming a dystopiatic lifestyle. It is crazy how George Orwell wrote this book in the 1940s and 70 years later, is almost similar to our world today.

Sparring with Words free essay sample

A man and a woman are caught in a battle of words. The woman points fingers and blames her counterpart for something he may or may not have done, shouting and screaming spiteful slurs. The man, in defense, launches his own attack, cursing and throwing around any word he can think of, aiming to hurt. The couple’s words scrape and cut each other like the blades of swords, clashing and clanging in mid-battle. In the end, the fight is not won; neither warrior stands as the victor. Instead, all that is left is a bloody mess on the ground. Our words are our greatest weapons. They are the blades that we thrust into one another, causing pain and anger as a reaction. The scene just described is one that has been recreated on numerous occasions with friends, lovers, family members, and that random passerby on the street. Because each person is completely unique, constructed of differing viewpoints and ideas on how to act, we have a tendency to argue. We will write a custom essay sample on Sparring with Words or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We would rather everyone we encounter agree with our opinions and behave in the same manners we do. Because this is improbable, each individual acting his own, we lose our tempers over the tiniest detail. We then bluntly point out with our not-so-blunt weapons the blunder the individual has committed. These circumstances sometimes escalate into sparring matches, where we are forced to defend ourselves with sword and shield. The injuries we give and receive are so cutting to us because they are composed of truthful elements about ourselves that we would rather not acknowledge. Our words are deliberate, so during these times they can be vindictive and heart-wrenching, wounding our intended opponent. Emerged in the passion of the argument, we don’t even notice the depths our swords have penetrated. My words have been known to inflict wounds upon others. An example of this was when my friend Madison fell victim to my sharp weapons once during my sophomore year of high school. She had been a good friend for several years, but it seemed she only was found at my side when she needed something or someone. This happened continuously, until I finally stood up for myself, bothered by her inconsistent and selfish attitude. She flopped down next to me one day during lunchtime, appearing wide-eyed and lost. She was yearning for some sort of comfort for the sole reason that all her other friends had left for the day. I opened my mouth and unleashed a plethora of daggers, knocking down all her defenses. All I did was point out the truth in what she was doing to me, but because it was the opposite of what she expected to hear, tears fell from her eyes, shocked by how harmful my words had become. Her attempt to injure me in return was feeble at best, considering I had already wounded her bey ond all repair. Since our fight, our friendship has never been the same. We talk now and again, but nothing like we used to. I keep my words to a minimum for fear of how they may appear. Each expression holds so much power because depending on how we speak, our words can come out as hateful, angry, loving, or neutral. Only we have the control over the manifestation of our words, just as we direct the power in the thrust of a sword. The language we craft can be just as hurtful as the pierce from any sort of weapon. Because our words have â€Å"life-threatening consequences,† it is best to monitor what we say. Our verbal swordfights slash through us just as deep, if not deeper, than the sharp metal tips we warriors carry.

Learning and Personal Development Plan Essay

Learning and Personal Development Plan Essay Learning and Personal Development Plan Essay Introduction to personal development in health, social care or children’s and young people’s settings 1. Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own role Assist residents who require help in feeding, dressing, washing, bathing and toileting Help residents with mobility problems and other physical disabilities Help in the use of and care of aids and equipment Care for residents who are sick and Care for residents who are dying Make and change beds, tidy rooms, empty commodes etc, carry out any cleaning tasks that may be allocated by trained staff on duty Assist with simple repairs to residents clothing(if no laundry staff are on duty) and help with laundry as required Set tables and trays, serve meals, clear and tidy dining room Make drinks and prepare light meals / snacks as required Answer emergency bells, give help or summon assistance as required Answer the door & assist visitors Answer the telephone and take accurate messages or call nurse in charge Listen to report and attend and take part in staff meetings Assist in evacuations of residents in the event of a fire, ensure that you are familiar with all fire fighting equipment in the how and are up to date with fire drills Take reasonable care for safety of yourself and other persons at work who may be affected by your acts or omissions at work in accordance with th health &safety at work act 1974 Attend staff training, supervision, appraisal and performance development sessions as required Commit to self appraisal system Enrol for NVQ training when required and commit to the course 1.2 Identify standards that influence the way the role is carried out Code of conduct Regulations Minimum standards National occupational standards 1.3 Describe ways to ensure that personal attitudes and beliefs do not obstruct the quality of work You must not unfairly discriminate against individuals who you support by allowing your personal views to affect your professional relationship with them or the treatment you provide or arrange, for example if an individual who you support is religious and you are not and they express their religious beliefs to you then you cannot say that what they believe is wrong because it is what they believe and their right as an individual. 2. Be able to reflect on own work activities 2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practise Reflecting on my own work activities is a good way for me to see where I need to improve my knowledge of certain things I may not fully understand and to see how I

Intellectual Disabilities and its categories Essay

Intellectual Disabilities and its categories - Essay Example The outcome is severe personality disorder followed by lack of communicational skills. Such patients possess attitude problem like speech disorder, mental disorder and are often tended towards what we call as 'roller coaster of thoughts'. However, the dilemma remains that this lifelong disease is responsible for conducting many suicidal behaviors, mood instabilities and frustration causing serious crime and is still not given that much attention as it supposed to be given. Siever et al describes Schizotypal disability as a disorder, which shares common phenomenological, genetic, biologic, outcome, and treatment response characteristics with more severely ill chronic schizophrenic patients. (Siever & Davis) However, at the same time, they are freer from the multiple artifacts that potentially confound research in schizophrenia including the effects of long-term and usually ongoing medication treatment, multiple hospitalizations or institutionalization, and prolonged functional impairment secondary to chronic psychosis and social deterioration. (Siever & Davis) Genetic Factors: Studies have shown that that if one person has schizophrenia, the chance for another person also sharing the disorder depends on the degree of genetic relatedness between them. For example if one twin has schizophrenia, the chance that the co-twin will also have schizophrenia is around 18% if they are non identical twins but 48% if they are identical twins as identical twins share 100% of their genes. (Rapee, 2001:22) Neurotransmitters/ Disconnection Syndrome: The biological models of schizophrenia emphasize neurochemical dysregulation or anatomical changes in the brain. The most widely disseminated and thoroughly developed biological theories include the neurotransmitter model. (Beebe, 2003) The cause of Schizophrenia is followed by one of the most widely accepted theory named "Dopamine Theory". This hypothesis states that schizophrenia can be understood in cognitive terms, as a failure of functional integration within the brain. Functional integration refers to the interactions of functionally specialised systems (i.e., populations of neurons, cortical areas and sub-areas) that are required for adaptive sensorimotor integration, perceptual synthesis and cognition. (Friston, 2002) According to this theory, most of the symptoms of schizophrenia are the result of having excessive levels of dopamine, especially in the mesolimbic pathways of the brain. (Carson & Sanislow, 1993) Several sources support this theory. First many of the drugs that are used to treat schizophrenia seem to work primarily by blocking certain dopamine receptors in the brain. Second certain drugs that have been found to increase levels of dopamine in the brain also produce symptoms that are very similar to those found in schizophrenia. An appropriate example is the

Improving Education with IT Research Paper Example | Topics and Well Written Essays - 3250 words

Improving Education with IT - Research Paper Example d to have a significant impact on the world of education and literacy and carries promising prospects for improving the status of education in the modern world through the gamut of facilities it offers to mankind. Before the coming of the internet, the education curriculum was kept restricted to the subjects and topics in which either the teachers enjoyed expertise or for which the institute’s library provided resources. But today, with the advent of the World Wide Web, the horizons of education have spread manifold. The students no longer have to confine their learning to the resources supplied by the library or remain dependent on the teachers’ lectures. They can choose their own subject of interest and gain endless knowledge and information on the same with just one click. Online courses have become increasingly popular nowadays, wherein the students get an access to customised curriculum, at any time and from any place of their choice. This is especially useful for the students who stay at remote places devoid of proper educational institutes and channels. Traditionally the students would blindly follow and memorise theories, models and formulae dictated by the books and teachers, at times without even understanding them. But now, with the help of IT tools like spread sheets and concept maps, they can not only understand concepts better, but also cross-check and verify them if needed. Education is the most important armour that equips a person to face the series of challenges posed by life and to successfully conquer the hardships that one comes across during the journey of life. It is that ingredient of our life that remains constantly with us throughout our life and helps us to steer through the odds of life. It is not just a part of one’s academic or professional life, but also an equally vital component of one’s personal and social life. Education shapes up the way in which we perceive the society and interpret the world. Hence the advancements and

The business world Essay Example for Free

The business world Essay The business world we live in today is a â€Å"dog eat dog† world and there is no such thing as slowing down anytime soon. If you rest that means you may fail because there is always someone or a company thinking and creating new ideas or products all the time that may be better than your current ideas or products. That is why many companies have adopted an entrepreneurial culture to help survive and thrive in today’s marketplace (Ryan May). There are four main reasons why entrepreneurial companies seek innovation in today’s marketplace; Independent action, Innovation, Competitive aggressiveness, and Risk taking. Independent action is a key factor for an entrepreneurial culture because it allows and encourages employees to create new ideas and then implement the changes that are needed to go forward with those ideas. These new ideas could and may lead to new products which in turn could lead to new revenues for the company. Independent action also triggers an internal need for people who need and want to be personally recognized for their hard work which pushes them to work harder. Innovation is the opportunity to create something from nothing or to expand a current idea into a better idea. Innovation can only take place when a company and its workers allow for the opportunity to create new ideas or theories. This is important in the business world in order to keep up with the times. Competition is where the strong will survive and where people will be the best that they can be. A competitive environment feeds into a person’s desire to always want to be the best against the best. This will allow for many new ideas and theories to be shared and created. Competition is what keeps a business alive and fresh because when a company because complacent they tend to become vulnerable and weak and then are easily surpassed or taken over by a competitor (Ryan May). Lastly, risk taking, is the aspect that every entrepreneurial company will have to face in order to be successful for a long period of time. This aspect is the hardest to overcome because it will involve a burden to the company initially by either the labor to create the new idea or product or the finances that will have to be put up in order to make the new product or idea a reality. That is why companies are gearing to have an entrepreneurial culture because it allows every individual in the company to feel important and significant which also leads to more creative ideas and theories.

Classroom Discipline and Management Philosophy Essay -- Classroom Manag

The goal in our classroom is to teach self-discipline, responsibility, cooperation, and problem-solving skills. Common causes of misbehavior include an attempt to meet unmet needs (belonging, significance, fun); a lack of needed skills (social and academic); inappropriate expectations; lack of structure; and a lack of sense of relevance. We will be focusing on non-punitive solutions to problems based on kindness, firmness, dignity and respect. True discipline comes from an internal locus of control (self-discipline), not an external locus of control (punishments and rewards inflicted by someone else). Some of the strategies used in our classroom will be proactive and some will be reactive. Many proactive strategies will be in place so that the use of reactive strategies is limited. These strategies include, but are not limited to: . Classroom Organization- Typically a Proactive Strategy although can be reevaluated as a Reactive Strategy- Classroom is thoughtfully designed to welcome all children, value everyone’s ideas and work, support active and engaged learning, support diverse developmental levels and learning styles, fosters independence, responsibility and cooperation, cultivates the care of materials and equipment, and gives students some choices in the learning process . Reinforcing teacher language- Proactive Strategy- Based on the idea of noticing what students are doing that we want them to keep doing; Names concrete or specific behaviors; Reflects important goals and values . Reminding teacher language- Proactive and/or Reactive Strategy- Reflects clearly established expectations; May be a question or a statement; Is brief and direct; is used when both the teacher and th... ... be sent to a â€Å"buddy room† to allow them a new environment to regain composure within) . Referral to Director, Assistant Director, or School Counselor- Reactive Strategy- Referrals to individuals outside of our classroom occur occasionally when o A Student’s behavior prohibits the class from moving forward in a productive way o If something occurs that the teacher believes needs immediate attention that cannot be given by the teacher at that moment o Others are perceived to be in danger References Nelsen, Jane. Positive Discipline. New York: Ballantine Books, 2006. Nelsen, Jane, Lynn Lott, and H. Stephen Glenn. Positive Discipline in the Classroom, 3rd ed. New York: Three Rivers Press, 2000. Responsive Classroom, Level II Resource Book. Turner Falls, M.A.: Northeast Foundation For Children, Inc., 2008.

Psycholinguistic: Linguistics and Language Essay

This study seeks to determine the relevance of the behavioristic and cognitive approaches for Saudi learners’ acquisition of English as a foreign language (EFL). A special attention is given to learners in EFL programs at the University level. It also assesses the effectiveness of these approaches on student in translation program as well. One contention is that while behaviorist-inspired structuralist methodologies are best applicable at the beginning levels, transformationalist/cognitivist approach contributes tried methodologies to enhance the learners’ written and spoken skills in advanced stages. Advances in translation can be achieved through a study of the process of translation with an emphasis on a deductive rather than an inductive approach. INTRODUCTION Foreign language teachers have long been perplexed by a continuum of abundant psycho-linguistic theories. One approach is the traditional method to second/foreign language teaching and learning. This embodied the grammar translation method which developed at the end of the eighteenth century in Germany and spread throughout Europe (Howat, 1984). The second approach is the direct method that developed in the late nineteenth century as a reaction against the grammar-translation method (R. Carter, 1993). Prior to the time of Chomsky, â€Å"little was known about the process of second language acquisition, and thus (traditional approaches) were grounded in the linguistic, psychological, and pedagogical theories of their day. †(1) The author has conducted literature search through Educational Resources Index (Eric) was well as Languages Association (MLA) and Psychological. Abstracts (Psyclit). It has been noticed that some work, mostly dissertation, have dealt with the Saudi acquisition of specific linguistic features of L2, such as Morpheme acquisition Order (Al-Afaleg, 1991), Temporal Conjunctions (Noor, 1991), English Derivational Morphology (Al-Qadi 1992) Tense and Aspect (Farraj, 1995) and Second Language Relative Clauses (Maghrabi, 1997), and Studies on the psycho-linguistic theories of language acquisition, specifically in relation to the Saudi learner of English do not seem to exist. There are four major theories of language acquisition and language learning which many psycholinguists and applied linguistics are familiar with:Behaviorism, neo-behaviorism, cognitivism, and humanism. The purpose of this article is to examine two of these theories: Behaviorism (which is related to structuralism) and cognitivism (which is related to transformationalism) and then show the extent to which these two theories relate to language learning and particularly to Saudi learners enrolled in EFL and translation programs in King Saud University. STRUCTURAL (BEHAVIORISTIC) VIEW: The psychological theory behind behaviorist linguistics was founded by J. B. Watson (1942). (2) The extreme behavioristic stand-point is characterized by B. F. Skinner’s well-known study, Verbal Behavior (1957) which presents a theory of language learning even more firmly planted in the court of Pavlovian animal behavior than the language theories of the Russian behaviorist school which was itself greatly influenced by the work of Pavlov. The work that could be regarded as the basic doctrine of the structural school of linguistic theory was Leonard Bloomfield’s Language (1933). In this work, Bloomfield argued that the study of language could be pursued without reference to psychological doctrines and he took a firmly behavioristic line aimed at scientific objectivity. Bloomfield did not deny the role of meaning in language, but he objected to its importance in the study of language at a time when human knowledge of the vast range of semantic association attached to every linguistic form was so very little. Moreover, he viewed semantics as a subordinate element to the primary stimulus response relationship of verbal behavior. To Bloomfieldians†¦ â€Å"language is nothing but a habit that the child comes to learn by imitation. In their account of language acquisition, the child is exposed to linguistic data which he/she internalizes and then reproduces at a later stage. Language is thus learned from outside, we learn it in the same way that we learn other habits. Learning a language is not very much different from the laboratory mouse learning to expect to be fed each time someone rings a bell. †(3) They believe that, â€Å"a scientific theory must reject all data that are not directly observable or physically measurable. †(4). To the behaviorists, habit formation is brought about through repetition, mimicry, and memorization. Thus no clear distinction seems to be made between learning the first language and the target language. To them linguistic habits, generalization and associations have to be repeated using different data. Skinner (1957) based his whole theory of language acquisition and speech realization on the recognizable external forms of what Chomsky terms â€Å"input and â€Å"output† and makes no allowance for any internal process of the organism. Stimulus and reinforcement (or reward) from the input and the â€Å"verbal operant† (or response) forms the output. The structuralists, whose views are related to behavioral psychology, see language as a finite list of ordered elements to which one can attach labels. They undertake a systematic analysis of structure. The teacher depends on such structural description as the distribution and combination of elements into a chain of speech. It is based on the process of substitution, the replacement of one unit by another unit of the same grammatical class. They follow a taxonomic approach in teaching. Their view is characterized by the insistence that language is learnt by the strength of habitual association and by the context generalization (i. e. general association). It is more of an inductive rather than a deductive system. The Swiss scholar Ferdinand de Saussure (1857-1913), who is an associationist, believes that â€Å"all language items are essentially interlinked. †(5) He argues that â€Å"language was like a game of chess, a system in which each item is defined by its relationship to all the others†¦language is a carefully built structure of interwoven elements. †(6) TRANSFORMATIONAL (COGNITIVE) VIEW: The transformational (cognitive) theories, represented by Noam Chomsky have been acknowledged by linguists as a revolutionary contribution to linguistics, though Chomsky himself related his views to those of Hambolt and to rationalist philosophers of the Seventeenth Century such as Descartes. The school of thinking, which has developed around Chomsky’s ideas, has been variously termed â€Å"Cognitive†, â€Å"mentalist†, â€Å"generative† and â€Å"transformationalist. †His Transformational Analysis (1955), Syntactic Structures (1957), Aspects of the Theory of Syntax (1965), and Language and Mind (1968) are regarded as particular pioneer works of the new approach. The cognitivists reject the views of the behaviorists. They believe that â€Å"everybody learns a language, not because they are subjected to a similar conditioning process, but because they possess an inborn capacity which permits them to acquire a language as a normal maturational process. This capacity is by definition universal†¦the nature of language is such that it is impossible to explain it without postulating an innate mechanism of a fairly well-defined kind. †(7) They look for a universal grammar that contains universals relating to the deep-seated regularities characterizing all languages. For instance, subject and predicate, negative and adjectival forms are present in all languages because they are a universal feature, whereas the structuring and arrangement of these features belong to individual languages. The deep structure rules are limited by the grammar of each particular language. Universal grammar, according to Chomsky is â€Å"†¦a theory of the â€Å"initial state† of the language faculty, prior to any linguistic experience. †(8) To the cognitivist, children are born with an innate capacity for language development. The human brain is â€Å"ready† for language, in the sense that when children are exposed to speech, certain general principles for discovering or structuring language automatically begin to operate. These principles constitute, what Chomsky terms, a child language acquisition device (LAD). â€Å"A child uses its LAD to make sense of utterances heard around it, derived from his â€Å"primary linguistic data† hypotheses about the grammar of the language-what the sentences are, and how they are constructed. This knowledge is then used to produce sentences that, after a process of trial and error, correspond to those in adult speech: the child has learned a set of generalizations of rules, governing the way in which sentences are formed. †(9) Chomsky emphasizes the linguistic ‘creativity’, that is â€Å".. the ability of human beings to produce and comprehend an infinite number of novel sentences. †(10) Basic to this reason, Comsky believes that â€Å"Bloomfieldian linguistics was too ambitious in that it was unrealistic to expect to be able to lay down foolproof rules for extracting a perfect description of a language from a mass of data. It was too limited because it concentrated on describing sets of utterances which happened to have been spoken. †(11) Whilst the structuralist lays emphasis on the surface structure (patterns†¦etc.), the transformationalist lays emphasis on the processes of the deep structure; the stress is on learning to learn the development of a strategy of learning rather than the accumulation of information and rules. The structuralist tends to overemphasize the surface forms and the development of rules and to neglect the meaning. Unlike the behaviorists who believe that if there is a response there must be stimulus, the transformationalists (cognitivists) argue that language acquisition is autogenic and that the environment serves merely to trigger off a maturation process. Language comes primarily though the maturation that the environment triggers off and not through the environment itself. Erric Lenneberg, who is a cognitivist, also suggests that training is not necessary and that maturation is enough. His critical period hypothesis (1967) holds that â€Å"language acquisition must occur before the onset of puberty in order for language to develop fully. †(12) DISCUSSION Based on the contradictory views of the two schools, a brief discussion of how these views may relate to second language learning and teaching will be presented. This will be followed by a presentation (explanation) of the extent to which these views can apply to the case of the Saudi learner of English at the university level. From the preceding background, structuralism (behaviorism) seems to attribute the function of language to instruction and experience. A process of habit formation is brought about through repetition, mimicry, and memorization. There is a little difference between learning a first language and a target language. Linguistic habits, generalizations, and associations have to be repeated using different data. Cognitivism, on the other hand proposes that the processes of second language acquisition are not identical to those of the first language acquisition although there are similarities. One of the similarities could be that L2 may need to be learned at the same time as L1. Nevertheless, considering the question of universal and maturation, since acquisition of an L2 requires conscious control of learning and this cannot be handled at an early stage, transformationlists (cognitivists) hold that consciously controlled learning should be left to a much later stage, though there is no conclusive evidence to support this view. At this stage of analysis, it can be argued that, first, innate factors are less important for L2 learning than social factors of environment, motivation, and reinforcement. Second, a transformational system can perhaps operate with native speakers of a language, but although it is too complicated and may be confusing to be applied in second language/foreign language teaching, certain aspects may be useful. For instance, identification of kernel sentences which are similar in different languages, could be economical. Transformation could work from the comparison of these kernel sentences. Third, due to abstract characteristics of some of the cognitive views, the structural acquisition technique is probably more practical for formal learning in the first stages of the second language, and the cognitive technique may assume greater importance in the more advanced stages. Fourth, while some credence should be given to Chomsky’s language acquisition device (LAD), which explains why children invent new terms that mean nothing to adults, its limitations become real when dealing with adults learning a second language. That is when linguistic interference causes serious obstacles to second/foreign language learners. In such situation LAD will not be useful. Fifth, a structuralist method closely linked to Skinners’ stimulus-response-reinforcement theory of verbal behavior is the audiolingual approach which advocates the formation of the speech habits. Its feasible use can be realized through J. B. Carrol’s (1966) following basic terms such as: a) Speech is primary, writing secondary, so the habits that are formed in language must be speech habits. b) Automatic response is best achieved by constant repetition. c) Automatic response is best achieved by constant repetition. Offshoots of this theory are the language laboratory, structural drill, imitation, and memorization techniques. (13) Finally, cognitive theory advocates the development in the student of a conscious control of the psychological, grammatical, and lexical patterns of a given second language. This can be achieved through study and analysis of these patterns so that facility in using language stems from the teacher’s understanding of its structure. The structural approach (as it employs behavioristic means) has remained useful in the teaching of English as a foreign language, most importantly to help the learner acquire good language basis. For Saudi EFL learners, the use of drills at the phonetic level is of great help especially when dealing with segmental items that cause either interlingual or intralingual errors. A Saudi learner not only fail to produce the voiceless stop /p/ and the voiced fricative /v/ but tends to replace them with his L1 segments /b/ and /f/ respectively. Similarly, the velar nasal / / as a phoneme occurring at the final position of a word like â€Å"sing†, â€Å"long† which causes some difficulties for the Saudi EFL learner where he replaces it with the sequence of the two phonetic segments /n/ and /g/, and the alveo-palatal affricate /c/, occurring in words like â€Å"children† and â€Å"speech† where, instead, he transfers his Arabic alveo-palatal fricative /s/. Emphasis on drills will also enable the learner to reduce a possible interference of the Arabic syllable structure CVCV into the English structure. Since some Saudis tend to pronounce English words like â€Å"against† as *againist†, and â€Å"first† as *firist†. Structural (behavioristic) teacher can help in solving other problematic linguistic features such as agreement and word order which Saudi EFL learner encounter. Thus, patterns and exercises are needed to reduce erroneous forms such as *†He play, they buyed, talls buildings, and hypercorrections such as: * â€Å"He cans, and She musts†. The transformational cognitive orientation can be effective in the advanced stages of a foreign language acquisition. Thus, for Saudi students at the university higher levels, where advanced courses on linguistics and translation are offered, it is logical to assume that structural drills, repetitions, and memorization techniques will no longer be essential. At this level of advancement in the intimate knowledge of language and culture we may conceive a minimal level of interference from the native tongue (Arabic) of the learners. Yet, such aspects of the target language as deep structure and transformational rules will enable the Saudi learner to understand some of the idiosyncratic forms and ambiguous sentences. Transformational rules will reinforce the learner’s awareness of the syntactic and the semantic relations between various English linguistic patterns. Through these linguistic relations, learners can make inferences and develop some generalizations about the structure of English language. Communication strategies, conversation, and creative essay writing using cultural content will be more beneficial at these levels. With regard to the translation program, the analysis of source language texts that translators have to translate and the analysis of texts they have to create, a process of linking aspects from cognitivism with that of behaviorism should be observed. Negotiating the meaning of the source language text is not just a sociolinguistic matter; it is psycholinguistic as well. Saudi trainees in our translation program happened to have rendered the meaning of â€Å"They are into the habit of splitting straws† based on knowledge acquired through some behavioristic approach and produced a literal erroneous translation outcome. This means that there is always much room for the smaller scale experimentation on the factors affecting the text conversion process. The transformation of a text originally in one language into an equivalent text in a different language demands that the content of the message and the formal features and functional roles of the original text should be retained. In this regard the Saudi trainees translated the verb â€Å"laid† in â€Å"They laid him open to blackmail† without any reference to a likely secondary meaning that the verb â€Å"lay† might imply. This approach supports the belief that much of our experience of the external world of the senses and of the inner world of the mind is mediated by language and by the concepts stored in our memories. These factors refer to entities via the convention of language and do so variably depending on the medium of communication (language used). It is the process that creates the translation outcome and it is only by understanding that process that we can hope to help our Saudi trainees to improve their linguistic skills. Having said that, it is difficult to see how translation theories can move beyond the subjective and the normative evaluation of texts without drawing heavily on aspects from both behaviorism an cognitivism. Translation theories have made little systematic use of the techniques and insights of contemporary linguistics. With this fact in mind, Saudi translation trainees should be trained within a framework that combines features from all branches of cognitivism and behaviorism. This entails developing in the  trainees’ performance and competence a familiarity with and a competence in the use of the psychological and psycholinguistic models of memory and information processing on the one hand, and linguistic models of meaning, including meaning beyond the sentence on the other. Logic of the examples provided above asserts the validity of some aspects of the two psycholinguistic views. Cognitive approach may operate with some specific semantic and pragmatic aspects of L2 by means of exploring features as cohesion, conceptual and connotative meanings, speech acts and kinetics. Such features should, at this stage, receive due consideration. CONCLUSION From the above analysis proceeds that with regard to language acquisition, behavioristic theory can provide much useful information concerning verbal responses and reinforcement. But it is inadequate to account for innate and cognitive features. Transformational theory, on the other hand, provides much useful information on the basic nature of the organism and its internal processes, but makes little or no account of stimulus-response-reinforcement relationships. Unlike the cognitive approach, behavioral approach tends to manipulate the language and disregard the content. Despite the pedagogic significance of both theories, it seems that none of their approaches is complete in itself. For one reason, the nature of the Arabic language has significantly different phonetic and grammatical structure from that of the English language. Due to this difference and as advocated by Smith (1987) there are â€Å"†¦ far fewer areas of facilitation, and far greater areas of interference†¦Ã¢â‚¬  (14) The situation of the Saudi EFL learners at the university level requires an eclectic approach with combined aspects derived from the approaches stated earlier. This approach can guarantee more effective outcome at the pedagogical level. I believe the attitude, the age, and the aptitude of the learners are three factors that should be considered in second language acquisition. A combination of innate propensities and objective necessity create the most favorable attitude. All these factors, including the teaching strategies, stand for fundamental variables in learning a foreign language. Relationship between communicative exchanges and syntactic forms alert the translator to the mechanisms that link the highly abstract and universal proposition with the totally physical and context-dependent utterance or text. REFERENCES (1) Pica, T. P. Communicative Language Teaching: â€Å"An aid to second language acquisition? Some insights from classroom research. † English Quarterly, Vol. 21, No. 2, 1988. , (p. 70) (2) Malmkjaer K. (Ed. ) The Linguistics Encyclopedia, Routledge, Longon, 1991. , (p. 53) (3) Kebbe, Z. M. , Lectures in general Linguistics, An Introductory Course, Arabic Academic Press, Aleppo, 1995. , (p. 14) (4) Op. cit,(P. 53) (5) Aitchison, J. , Linguistics, Hodder Headline, London, 1992. , (p. 24) (6) Ibid. (p. 24) (7) Wilkins, D. A. , Linguistics in Language Teaching, Edward Arnold, London, 1974. , (p. 168-169) (8) Slakie, R. , The Chomsky Update, Linguistics and Politics, Unwin Hyman, Ltd, London 1990. , (p. 19) (9) Crystal,. D. , The Cambridge Encyclopedia of Linguistics, Cambridge University Press 1987. (p. 234) (10) Op. cit. (p. 26) (11) Ibid. , (p. 26) (12) Brown, H. D. and Gonzo, S. , Readings on Second Language Acquisition, Prentice Hall. , p. 77, 1995. (13) Carrol, J. B. , â€Å"The contribution of Psychological Theory and Educational Research to the Teaching of Foreign Language†, in Trends in Language Teaching, Ed. , Valdmen, 1966. (14) Swan, M. and Smith, B. (Ed.) Learner English, Ateacher’s guide to interference and other problems, Cambridge University Press, 1987. , (p. 147) (15) Bloomfield, L. 1933 Language. London: Allen & Unwin. (16) Chomsky, N. Aspects of the Theory of Syntax. Cambridge, Mass. : MIT Press, 1965. (17) Chomsky, No. Syntactic Structures. The Hague: Mouton, 1957. Afaleg, O. â€Å"A Comparison of Morpheme Acquisition Order in Learners of English as a Foreign Language versus English as a Second Language: The Case of Adult Learners in Saudia. Diss. Indiana Univesity, Bloomington, 1991. (18) Qadi, N. S. , â€Å"Acquistion of English Derivational Morphology by Arab Speakers†, Diss. University of Georgia, Athens, 1991. (19) Farraj. , A. M. â€Å"Acquistion of Tense and Aspect in the English Based Inter-Language of Non-native Speakers†, Michigan State University, East Lansing, 1995. (20) Noor, Hashim, â€Å"The Acquisition of temporal Conjunctions by Saudi Arabian Learners of English’, International Journal of Applied Linguistics, Vol. 3, N. 1 (p. 101-2A), 1993. (21) Maghrabi, A. â€Å"The Roles of Psycholinguistic Constraints and Typological Influence in the Acquisition of Pronominal Copies in Relativization by Arabic and English Learners†, Thesis, Georgetown University, Washington, D. C. , 1997.

Definition and Examples of Singular They

In  English grammar, singular they is the use of the pronoun they, them, or their to refer to a singular noun or to certain indefinite pronouns (such as anybody or everyone). Also called  epicene they and unisex they. Though strict prescriptive grammarians regard the singular they as a grammatical error, it has been in widespread use for several centuries. Singular they appears in the writings of Chaucer, Shakespeare, Austen, Woolf, and many other major English authors. In January 2016,  the American Dialect Society chose the gender-neutral singular they as its Word of the Year: They  was recognized by the society for its emerging use as a pronoun to refer to a known person, often as a conscious choice by a person rejecting the traditional gender binary of  he  and  she (American Dialect Society press release, January 8, 2016). Examples When a person talks too much, they learn little. (Duncan Hines, Lodging for a Night, 1938)If anybody wants their admission fee back, they can get it at the door. (Fiddlers Dram. Spooky South: Tales of Hauntings, Strange Happenings, and Other Local Lore, retold by S. E. Schlosser. Globe Pequot, 2004)She admired the fullness of the dirty net curtains, opened every drawer and cupboard, and, when she found the Gideons Bible, said, Somebodys left their book behind. (Sue Townsend, Adrian Mole and the Weapons of Mass Destruction. Lily Broadway Productions, 2004)She kept her head and kicked her shoes off, as everybody ought to do who falls into deep water in their clothes. (C.S. Lewis, Voyage of the Dawn-Treader, 1952)I know when I like a person directly I see them! (Virginia Woolf, The Voyage Out, 1915)A person cant help their birth, Rosalind replied with great liberality. (William Makepeace Thackeray, Vanity Fair, 1848) Singular They and Agreement Examples of semantically singular they are given in [52]: [52i] Nobody in their right mind would do a thing like that. [52ii] Everyone has told me they think I made the right decision. [53iii] We need a manager who is reasonably flexible in their approach. [52iv] In that case the husband or the wife will have to give up their seat on the board. Notice that this special interpretation of they doesnt affect verb agreement: we have they think (3rd plural) in [ii], not *they thinks (3rd singular). Nonetheless, they can be interpreted as if it were 3rd person singular, with human denotation and unspecified gender. (Rodney Huddleston and Geoffrey K. Pullum, A Students Introduction to English Grammar. Cambridge University Press, 2005) The Growing Acceptance of Singular They The general hesitancy of grammarians towards accepting singular they is not actually matched by many of their academic colleagues who have researched the usage and its distribution (e.g. Bodine 1075; Whitley 1978; Jochnowitz 1982; Abbot 1984; Wales 1984b). Nor indeed is it matched by the lay native speakers of standard English, who show an overwhelming preference for it in contemporary spoken English, non-formal written English and an ever-widening spread of non-formal written registers, from journalism to administration and academic writing. . . . Singular they, in fact, has been well established in informal usage for centuries; until prescriptive grammarians decreed it was grammatically incorrect, and so outlawed it, effectively, from (public) written discourse. The OED and Jespersen (1914) reveal, for example, that right from the time of the introduction of the indefinite pronouns into the language in their present form in the Late Middle English period, the option involving they has been in common use. (Katie Wales, Personal Pronouns in Present-Day English. Cambridge University Press, 1996) The Only Sensible Solution His or her is clumsy, especially upon repetition, and his is as inaccurate with respect to grammatical gender as they is to number. Invented alternatives never take hold. Singular they already exists; it has the advantage that most people already use it. If it is as old as Chaucer, whats new? The  Washington Post’s style editor, Bill Walsh, has called it the only sensible solution to the gap in English’s pronouns, changing his newspapers style book in 2015. But it was also the rise in the use of  they  as a pronoun for someone who does not want to use he or she. Facebook began already in 2014 allowing people to choose they as their preferred pronoun (Wish them a happy birthday!). Transgender stories, from The Danish Girl, a hit movie, to Caitlyn Jenner, an Olympic athlete who has become the world’s most famous trans woman, were big in 2015. But such people prefer their post-transition pronouns: he or she as desired. They is for a smaller minority who prefer neither. But the very idea of non-binary  language with regard to gender annoys and even angers many people. In other words, as transgender people gain acceptance, non-binary folks are the next frontier, like it or not. Who knew a thousand-year-old pronoun could be so controversial? (Prospero, Why 2015’s Word of the Year Is Rather Singular. The Economist, January 15, 2016) Origin of the Concept of the Gender-Neutral Masculine Pronoun [I]t was [Ann] Fisher [author of A New Grammar, 1745] who promoted the convention of using he, him and his as pronouns to cover both male and female in general statements such as Everyone has his quirks. To be precise, she says that The Masculine Person answers to the general Name, which comprehends both Male and Female; as, Any person who knows what he says. This idea caught on. . . The convention was bolstered by an Act of Parliament in 1850: in order to simplify the language used in other Acts, it was decreed that the masculine pronoun be understood to include both males and females. The obvious objection to this--obvious now, even if it was not obvious then--is that it makes women politically invisible. (Henry Hitchings, The Language Wars: A History of Proper English. Macmillan, 2011)