The Sun and The Moon script Essay Example For Students

The Sun and The Moon script Essay Winnie-(Moon) Kson-(Sun) Noel-( Pluto) Zelly- (Earth)  W: Hi, Sun! Good morning, do u have a wonderful dream last night? Haha  K: Of course! And now it is a sunny day again! Can u see? Those human being are swimming and they feel so good in the earth.  W: Oh! Really? But dont u see when they are sleeping, how comfortable they are!  K: But I dont think so. Every time when they play, the Earth is so happy and the human being will so enjoy. Do u know why? It is because of my power! Haha  W: WHAT? Your power? Of course not! Havent u see when they are sleeping? They all have a good dream, and the Earth is sleeping comfortable. We will write a custom essay on The Sun and The Moon script specifically for you for only $16.38 $13.9/page Order now Z: You all are so troublesome,can u just give me a moment to take a rest?  W: Okay, Earth. Let me give u some sunshine, so that u will feel comfortable.  K: Get off! Sun. Let me give u a good night.  W: No! Sunshine.  K: NO! Night!  W: NO WAY! Sunshine.  K: NO! NO! NO!  Z: Can u all just shut up? Sometime it is a sunny day, and sometimes it is at night. U all make my world becomes crazy!!!  W: Sunshine  K: Night  Z: Pleasecan someone helps me?! Call them go away!!! N: What happen, Earth? Are you okay?  Z: Not reallyThe sun and the moon are arguing! And they almost make my world crazy!  N: Really? It seems terrible. Let me help you!  W: Sunshine  K: Night  N: Hey! Can u all just stop?  W: Cant u see we are having a competition to see who is the best, Pluto?  K: Yes! Pluto, u just leave us alone! N: Of course not! Cant u see the Earth are going to be crazy? And she is crying! K: Oh really? But we must know that who is the best!  N: Actually, u all are the best! The Earth need all of you!  W: Really? But we two cant stay together! How can the Earth need us?  N: OhErmm I know! The sun can stay in the morning, then you can give the sunshine to the Earth.  K: So, how about me?  N: You can stay at night, and the Sun takes a rest.  W+K: Thats good!  W: So.. u belong to the morning, Sun.  K: And u belong to the night time, Moon.  N: So every time, when it is morning, u can see the Sun; and when it is at night, u can see the Moon.  Z: And now I live happily forever!

Essay Sample on Forensic Science The Search for Justice

Essay Sample on Forensic Science The Search for Justice A Chicago native, Kathleen J. Reichs is an award winning international bestseller, winner of the 1997 Ellis award for best first novel. Her novel Deja Dead was only the first in a series of books. She went on to write four more novels: Death du Jour, Deadly Decisions , Fatal voyage and Grave Secrets. Kathy Reichs is a internationally recognized forensic anthropologist working on cases around the world, from examining the tomb of the unknown soldier, and working at ground zero, New York, to being an expert witness between Charlotte and Montreal were she currently divides her time. These experiences are what gave birth to her novels, each of her stories is based on her own personal experiences. Evil exists in every human being, the closest most get to this evil is by criminal activities. But, most people also have a natural need for justice when this evil called crime is committed. Justice is often acquired through the means of forensic science, or simply forensics, the application of science to law. Scientific procedures, methods, and technologies are used in investigating these crimes and proving the guilt of an accused suspect in a court of law. After the evidence is gathered from a crime scene, and photographs have been taken. A crime involving a body normally begins with the Medical Examiner ( also referred to as the ME) conducts an autopsy, the examination of the body after death. The ME studies the deceased to determine his or her identity, as well as the cause, method, mode and time of death. The ME determines the time of death by pathology. When a human dies he or she shuts down in stages, the bodies live temperature of 98,6 degrees, is maintained for one to two hours after death, then begins to cool, till it finally drops to it‘s surroundings temperature. But, this method is only used if the body has been discovered within 48 hours. For those cadavers found weeks after death a forensic entomologist enters the scene and uses his or her knowledge of insect life to determine the time and date of death. Insects are attracted to a decaying corpses odour. This may smell bad to humans, but for an insect it’s chow time, and a perfect place for laying eggs. Since insects go through different stages of life at different times, a forensic entomologist (FE) will take samples of the insects surrounding the body, and identify what species they are. Then the FE will cultivate the larvae to discover the time each stage takes. Once the species and stages of their life has been established, the entomologist can determine how many hours and days the body has gone unfound. Insects can also tell if the body has been moved after death by comparing the local insects found around the body and the insects inside the body. Identifying a corpse is sometimes very simple, people usually carry with them a wallet or some kind of identification, it’s a simple task to simply examen the contents of a wallet. But, in some infrequent circumstances a body is not carrying any identification and no one is able to identify him or her. Under these circumstances, the ME, and other forensic specialists are brought in to work with the evidence and make an identification. The easiest things to do are to describe the victims appearance and search the missing persons reports. The next step would be to take the body’s fingerprints and compare it with the federal fingerprint files. Since no two people have the exact same fingerprints and the pattern is unchanged through life if a match is found the deceased has an identity. Fingerprints can also link a suspect to his crime, fingerprints found at the scene of the crime are compared to a suspect’s fingerprints establishing absolute proof the suspected was there. If a body part or a bodies skeleton his found, enter the forensic anthropologists to identify the victim’s remains. A forensic anthropologist must suggest the age, sex, stature, ethnic group, and other unique characteristics of a descendent with anthropology, the study of human beings. In the novel Fatal Voyage, author Kathy Reichs has her heroine, forensic anthropologist Dr. Temperance Brennan, investigating plane crash victims. Body parts have been scattered and Dr. Brennan must determine which body parts go together to identify the body by comparing her description to the description of the passengers on the plane. In other cases without a passenger list investigators can take the description made by the forensic anthropologist and compare it to missing persons files. Forensic science depends on evidence to help solve a crime, and bring criminals to justice. Evidence is a reliable witness, it can be anything and everything in the physical universe that helps establish the facts. From a single hair, to a trail of blood, we humans are made of a cocktail of biological materials that can be left behind at the crime scene, which all can be used to identify the criminal with DNA analysis. Other evidence can suggest contact between the victim and the suspect. Like Sherlock Holmes depended on his trusty magnifying glass, the forensic scientists of today depend on their tools of the trade to uncover evidence. Without these technologies some evidence needed to solve the crime would be obsolete and others not even uncovered. An example would be the chemical luminol, used to highlight blood that has been washed away from the crime scene. . Many books, television programs and movies have based themselves on the idea of forensic science and detective work, from Sherlock Holmes to the popular television show CSI: Crime Scene Investigation. These stories show a glimpse of the work involved in forensics, but only a glimpse. On the television and in movies the hero or heroine often reveals the identity of the criminal with one piece of evidence, one clue, that solves the hole case. The real investigators are much harder working and cannot reveal the criminal that instantly. Very often the cases cannot be solved due to an insufficiency of evidence. The search for justice is a hard and long process, which involves many scientific methods procedures, and technologies. For some the search of justice is to strenuous, but for others who remind themselves that justice is needed in a society of laws, it’s a living. Kathy Reichs describes the reasons for doing what she does in her book Fatal Voyage when her heroine Dr. Brennan says, †I want to serve both the living and the dead. The dead have a right to be identified .To have their stories drawn to a close and to take their places in our memories. If they died at the hands of another, they also have a right to have those hands brought to account.† Forensic scientists require extensive knowledge, training, and skill. They also require a healthy appetite of curiosity, a quean eye of observation, the emotional stamina to work with human tragedies, and to be able to view the evil of man.

Free Money for Collegeâ€Paying for School With Grants

Free Money for College- Paying for School With Grants A grant is a sum of money that is gifted to someone for a specific purpose. For example, a grant might be awarded to a student so that the student can pay for tuition, books and other education-related costs. Grants are also known as awards or gift aid. Why You Need Grants Grants the best way to pay for college or business school. Unlike students loans, which can create a significant financial burden during and after school, grants do not need to be paid back. Getting Grants for School Students can receive grants from a variety of sources, including private organizations, educational institutions, professional associations, and federal and state governments.  Grants may be awarded based on a student’s financial need, ethnicity, religious affiliation, record of achievement, association or special interests. Education Grants From the Federal Government There are many different types of grants awarded by the federal government. Lets explore a few of the best grants for school. Federal Pell Grant- Federal Pell Grants are the most common grants awarded by the federal government. These grants are primarily designed for students who have not yet earned a bachelors degree. In other words, they are for undergraduate students. However, these grants might also be available to students in a  postbaccalaureate teacher certification program.  Federal Pell Grants are need-based; they are meant to help low-income students pay for school. Grant amounts vary by individual and are dependent on the cost of education and the students expected family contribution (EFC).Federal Supplemental Education Opportunity Grant- The federal government gives schools money through the FSEOG Program each year. These funds are then distributed by the school to financially-needy students. That means that FSEOG grants are campus-based aid. Not every school participates in this federal program, and the funds are usually available on a first-come, first-served based. Students who get FSEOG grants typically have a very low EFC and are usually Federal Pell Grant recipients. The amount of the award varies but usually falls somewhere between $100 and $4,000. Education Grants From the State Government Grants for school are also awarded at the state level. Each state has a different way of acquiring and distributing financial aid. Many states fund their programs with taxes and lottery earnings. State-based grants are usually designed to be spent at in-state schools, but again, rules vary by state. Some examples of state grant programs include the Pennsylvania State Grant Program, which is a need-based program that awards aid on a sliding scale based on annual income, and Cal Grants, a California-based program that awards aid to students who attend school at least half-time and falls under  income and asset ceilings. Education Grants From Other Sources Federal and state governments arent the only groups who award grants for school. Nearly all colleges and universities have some type of grant program for students who can demonstrate financial need. You should speak with your schools financial aid office to learn more about grant availability and application procedures.  You may also be able to receive merit-based grants from professional associations, corporations, and other groups who have formal and informal programs for students seeking education funds.   How to Apply for Grants The application procedure for grants varies depending on the organization. To apply for federal grants, you need to fill out the Free Application for Federal Student Aid (FAFSA) each year you plan to attend school. Some states also award grants based on information supplied in the FAFSA form. However, application rules for each state vary. Contact your states Department of Education to learn more about application procedures.

How do retailers make sure that they are reaching the older customer Thesis

How do retailers make sure that they are reaching the older customer How can they successfully keep the retail experience relev - Thesis Example Layout of products and websites (how are products presented) How easy is it to navigate? Screen Language used Promotional offers Delivery charges and methods Mailing, newsletter (sent according to previous purchase or not) Help and FAQ area Swot analysis and recommendations III. Conclusion Recommendations One of the major changes of the century is the global ageing population. As Richard Watson says in his book Future Files (2008), the ageing population is the biggest trend that will shape the next 50 years and that will radically modify the way people consume. According to the British Parliament website, 10 million people in the UK are over 65 years old.   The latest projections are for 5? million more elderly people in 20 years time and the number will have nearly doubled to around 19 million by 2050. We can explain the trend by the fact that people are now not only living longer thanks to great progress in the medicine but also the ageing of the large number of individuals born during the baby boom. Figure 1: Population by age in the UK in 1984, 2009 and 2034 Source: National Statistics Online, 2010 Hence, the 60 plus market represents a great market for retailers who shouldn’t ignore them since they not only have more time to shop than any other age category but they usually have a significant buying power across many product fields. However they have different needs, including the fact that, most of the time, they do not want to go shopping for hours in crowded and gigantic stores or others can’t because they don’t drive (mostly for seniors over 70 years old). As a consequence, the retailers have to find a way to reach these customers by bringing the products to them. Several ways can used to do so, for example Internet or catalogue shopping. They can also facilitate their shopping experience, for instance by offering to deliver the products that they choose in the shop directly at home for free. We will study in this report all of t hese channels focusing on the E-Retailing as a way to reach the older customer. Who are these seniors? As Barry Gunter explains in his book Understanding the older customer (1998), when it comes to communication, a major mistake that the retailers need to avoid is stigmatising the older customer with stereotypes regarding their physical and mental capacities as they could be misunderstood and depreciated. Age is a relative concept; we can’t really define seniors by their age but more by the age felt. For doctors, people become seniors at the age of 70 years old when specific diseases affecting their patients. For the state, the barrier is 60 years old at the time of retirement. But for our study, we will focus on people over 60 years old, the fact that they retire from their careers make them different consumers from younger age groups who buy differently and have much more free time on their hands. We will limit our study to 80 years old people who are part of the oldest gen eration who don’t really consume that much, due to their difficulty to move out of the house and the fact that they are in nursery houses. So how do senior citizens see themselves? At 65, there is a gap of almost 20 years between chronological age

Book Review about US History up to 1877 Essay Example | Topics and Well Written Essays - 750 words

Book Review about US History up to 1877 - Essay Example Whereas shorter and supplementary centered, "The Awakening" stays put an excellent review of a crucial era of historic political establishments such as setting up of American nationality and governance structures. An Overview of the then American society Dangerfield indicates the enlargement of both economic chauvinism and egalitarian nationalism and how these contradictory forces destabilized any hopes for an epoch of excellent feelings in the country’s politics. In case an individual is interested in understanding the significant political stage between the conclusions of the War of 1812 in addition to the Jacksonian time, this is an exceptional overview and, unsurpassed of all, is a simple read. The aim of this paper is to provide an evaluation of the history of the United States up to 1877. The evaluation of these crucial historical moments will be accomplished through the review of the book ‘The awakening of American nationalism, 1815-1828’ that was written b y Dangerfield, George (Livermore 595). Democracy and nationhood The book titled ‘The awakening of American nationalism, 1815-1828,’ perfectly covers the historic events that were crucial in the evolution of the United States during that particular period. ... The reader is treated to a simplistic evaluation of matters revolving the United States in the early 1800s, which then was a young nation nascent democratic structure. Livermore (596) believes a fortuitous and new retelling of the narrative of the surfacing of American nationalism is presented. By any approach the years subsequent to the tranquility of Ghent, an epoch inaugurated by what has been supposedly referred to as â€Å"the era of good feelings," must be measured an instance of outstanding growth and expansion in the United States. Above all, it may be well thought-out a point in time of the fruition and maturing of American nationalism. It is the extraordinary good quality of Dangerfield's sparkling synthesis of the stage that he manages to maintain the focus on this innermost theme-the challenge among the economic nationalism talked about by Henry Clay along with John Quincy Adams and the autonomous nationalism illustrated by the enthusiasts of Andrew Jackson. That he does so without disregarding America's position in global affairs and chiefly the mounting economic contention with Britain, nor devoid of diminishing the parts participated by the foremost actors on the countrywide stage, attests the impartial judgment as well as sense of amounts that are obvious throughout the book. In fact, it is the disagreement of the American trade and industrial nationalism in the midst of the Liberal Toryism of Lord Liverpool as well as William Huskisson that this manuscript delineates with outstanding brightness and depth. Dangerfield, a great craftsman, competently weaves numerous and different yarns into one wonderful tapestry. By digging deep into the roles of several individuals who were the key players in the history of America

Vocabulary Learning Through Computer Assisted Language English Language Essay

Vocabulary Learning Through Computer Assisted Language English Language Essay Abstract The importance of learning English as an international language requires the acquisition of vocabulary as the basic and necessary skill. By the improvement of technology, and computer in particular, many researches are done to show the influence of technology on vocabulary learning. This literary review is done to show the importance as well. Introduction Michael Levy defined Computer-assisted Language Learning (CALL) in his book as the search for and study of applications of the computer in language teaching and learning (p.1). It is recognizable in the academic literature for about the last thirty years. CALL has been made possible by invention and development of the computer. They developed from large mainframe computers to smaller, faster, and easier ones. For all those who whish to create new CALL materials, points of departure range dramatically from top-down approaches centered perhaps upon a theory of language or language learning, or a curriculum specification, while others might develop CALL materials from the bottom up, perhaps by using the computer to address a particular classroom problem. Other points of departure might include a learning strategy , a macroskill, computer conferencing, or an exploration of aspects of the technology itself. There are practical issues to considerfor example, the selection of the hardware a nd software development tools for the project, Hypercard, Authorware, Toolbook, CALIS, C, and Visual Basic, or a mark-up language to enable publishing on the World Wide Web such as Hypertext or Virtual Reality Mark-up Languages (HTML and VRML), are just a handful of many options now available. (Michael Levy, Oxford Linguistic Computer-Assisted Language Learning Context and Conceptualization, p.3) an interdisciplinary perspective on CALL shows it to be a relatively new field of study that has been subject to the influence of a number of other discipline. In addition to the fields of computing and language teaching and learning, real and potential influences in the development of CALL included aspects of psychology, artificial intelligence, computational linguistics, instructional design, and human-computer interaction. Many of these disciplines are relatively new in themselves, having developed significantly since World War II. They each have their own perspective and frame of reference, they often overlap and interrelate, and the extent to which any one discipline should influence the development of CALL has not been determined. At various times, CALL workers have called upon each of these fields to guide their own work in some way. (the same, p.7) Development of CALL Jing-hua suggested in his paper presented It is commonly known that the development of CALL mainly experiences three phases, namely, behavioristic CALL, communicative CALL, and integrative CALL. Each phrase is marked by distinct language teaching theories. For example, Behaviousristic CALL is based on the dominant behaviorist theories of learning and teaching of that time, which emphasizes the formation of speaking habit, thus, courseware mainly focuses on practice and drill of language patterns. After behaviorism lost its dominance, cognitive psychology began to gain popularity. Communicative CALL rejects the notion of habit-formation and focuses more on creative language use. So software at that time stressed the importance of communication and creative use of language instead of manipulation of language forms. Under the influence of constructivism, integrative CALL began to gain prominence. Constructivism focuses more on the connection between old knowledge and new knowledge and l earners are taken as active participators who can engage in creative thinking rather than follow ready made knowledge. The development of internet provides learners with enormous amount of authentic materials and also a platform where they can have a real conversation with peers, teachers or native speakers. The integration of the four skills becomes possible and learners individual needs are satisfied to some extent. Studies on computer assisted vocabulary learning have touched upon different aspects of vocabulary learning, among which a line of research is to examine the effects of electronic or online dictionary use or the effects of look-up behavior or the click behavior on word retention (p.60,61). What Does Vocabulary Mean? Vocabulary .. is an essential means of interchanging ideas and of acquiring new experiences Mans growth in ideas has always been accompanied by a corresponding expansion of his vocabulary. (Gray 1939, p.1). When a pupil reads and learns the meaning of familiar words by context, there is reason to believe that the knowledge will be genuine and important. (Thorndike 1934, p.11). The commonest way and perhaps the best way to promote growth of content in words is to allow the child to infer the meaning from context (Chambers 1904, p.50). Vocabulary Acquisition and L2/FL Reading Comprehension Reading is an active skill that involves the reader, the text, and the interaction between the two. Reading in a L2 or FL is a dynamic and interactive process, during which learners make use of a variety of skills and strategies, combined with background knowledge, L1-related knowledge and real-world knowledge to arrive at an understanding of written material (Aebersold and Field, 1997: ix). Constantinescu (2007) suggests that several researchers have argued that vocabulary plays a major part in reading proficiency Aside from knowing how to use the appropriate reading strategies, Grabe (1991, as cited in Butler-Pascoe and Wiburg, 2003: 124) argues that fluent L2/FL readers need to know about 2,000 to 7,000 words and sometimes even more if they want to reach native-like fluency. Similarly, Groot (2000: 62) argues that an adequate understanding of academic texts requires a vocabulary of at least 7,000 words. Generally, L2/FL readers need to recognize approximately 95 per cent of the words in a given text in order to comprehend its meaning and they need to know the different meanings of words according to context, as well as words grammatical properties. What are Language Learning Strategies? Seglar (2001) remarked, Language Learning Strategies could be any set of operations, steps, plans, routines used by the learner which affect this process (p,26). There are two ways for the second language vocabulary acquisition. S. Prell suggested in his articles wo ways for the second language vocabulary acquisition (p.2): The first method, the experimental method, is CAVOCA. The second method is a more familiar approach to the students, called the bilingual word list. Prell remarked, The first method is the bilingual word list presentation. The second is the Computer Assisted Vocabulary Acquisition (CAVOCA) program.The CAVOCA method attempts to replicate the way the first language is acquired, which is through an incremental process that gradually develops with repeated exposure and constant interaction between the various stages (Groot, 2000, p. 64). The program has four sections, which include storing the word in memory; using the word in several sentences to learn the spelling and meaning; giving examples for long-term memory; and a self-assessment. The second method is a more familiar approach to the students, called the bilingual word list. This method takes less time and produces favorable short-term results (Prell). Prell conducted some experiments and found that both of them wre valuable, yet through some experiments it was proved that they were different from each other: In the first two experiments, the bilingual word list yielded substantially higher results with the immediate tests given than the CAVOCA program. However, in testing the students two to three weeks later, the CAVOCA method produced better results for the retention of the vocabulary. In the third and fourth experiments, the bilingual word list did not show significant differences in the immediate tests from the first two experiments. However, the CAVOCA method showed higher rates of retention for the tests given two to three weeks after the initial test. Information Processing Iheanacho (1997) remarked in his research suggests that cognitive theorists assume that any complete theory of human cognition must include an analysis of the plans or strategies people use for thinking, remembering, understanding and producing language (p.18). Iheanacho (1997) remarked in his research The memory system explains the interrelationship among the three main storage structures of the brain: Sensory register, Short term memory (STM), and Longterm memory (LTM) (p.2). According to Schwartz and Reisberg (1991), the STM provides a small storage repository where the information is repeated over and over through a maintenance rehearsal process. When a piece of information is repeated and rehearsed, the probability of retaining that information can increase. But the STM is limited in how much information it can hold. The maintenance rehearsal helps to transfer the excess information which is not yet needed to another storage called Long-Term Memory (LTM). LTM provides a storage place of great size containing information that is not immediately active so that the information can be retrieved when needed. According to Miller (1989), LTM helps people to recall events, solve problems and recognize patterns. It is the repository in which we carry out all that we know (Schwartz Reisberg 1991). The interrelationship between STM and LTM explains how visual information can enhance retention and recall. According to Posner (1969), visual information can persist in STM after the stimulus is diminished. Additionally, visual information can be activated and retrieved from the LTM. The information processing model can account for the effectiveness of visuals in learning. Visual research Heinich, Molenda and Russell (1993) proposed that learning is facilitated when instruction follows a sequence from actual experience to iconic representation, and then to symbolic or abstract representation. Visuals make abstract information more concrete and are suited for analogical reasoning (Levie, 1987). Pictures and prose can be used to help both skilled and unskilled readers to enhance their reading skills ( Holmes, 1987). Holmes studied the ability of 116 fifth and sixth grade students to answer inferential questions. Three groups were established. The first group used pictures, the second group used prints, and the third group used a combination of prints and pictures. His purpose was to examine skilled and unskilled readers to see if there would be a significant difference in their ability to answer questions in each approach. He found that pictures enabled both skilled and unskilled readers to answer inferential questions. Holmes therefore suggested using pictures to initially improve inferential reading, and then gradually advancing to using print only. Imagery and vocabulary acquisition Furthermore, a study conducted by Paivio and his associates (1971) revealed that when learners are instructed to use images to commit a list of words to memory, recall is facilitated dramatically. In the study, subjects were required to learn pairs of words by rehearsing each pair, by making up a sentence for each pair of words, and by forming a mental image for each pair of words, with the image combining the words. They found that subjects who learned through imagery performed better on a recall test. Dual-coding theory Dual-coding theory contends that pictures and words activate independent visual codes (imagens) and verbal codes (logogens). The verbal system is language-like and specializes in linguistic activities associated with words and sentences, whereas, the visual system is thought of as a code for images and other picture-like representations (Rieber, 1994; Rieber, 1992). Rieber further explains that both verbal and visual subsystems have unique properties. Whereas logogens are stored in the verbal system as discrete elements, resembling words and sentences, imagens are stored as continuous units in the visual system. According to (Paivio, 1986; Rieber, 1992; Rieber, 1994), dual coding theory assumes that three levels of processing can occur within the verbal and visual systems. These are: representational connections, associative structure, and referential connections. Representational connections occur between incoming stimuli and either the verbal or visual system. Whereas verbal stimuli activate verbal memory codes, visual stimuli activate visual memory codes. Rieber (1994) explained that the important aspect of referential connections between the verbal and visual systems are not one to one, but can be one to many. For example, seeing a picture of a computer may invoke many verbal responses, such as an Applecomputer, an IBM computer or a Laptop computer. This concept can be applied when using pictures to learn vocabulary. Associative structures refer to activation or processing of information within any of the systems. The processing of information in the verbal system is assumed to be sequential or linear; whereas, processing of information in the visual system is believed to be parallel or synchronous. The separate coding systems, however, can aid each other so that something coded in both picture and verbal forms can be easily remembered (Rieber, 1994). The probability of recall is increased due to the availability of two mental representations instead of one. If one memory trace is lost, the other is still available (Rieber Kini, 1991). Multimedia CALL and vocabulary acquisition Studies (Reid, 1996; Davis Lyman-Hager, 1997; Zimmerman, 1997) showed the effectiveness of multimedia CALL on vocabulary learning in particular and language learning in general. Based upon this review, multimedia CALL programs that use motion pictures, still pictures, and text can help ESL students to improve their vocabulary skills. But it is not clear if a multimedia program with motion pictures or the one with still pictures will be more effective for intermediate level ESL students. More empirical studies to investigate the effectiveness of multimedia CALL with motion pictures and still pictures on vocabulary acquisition of ESL students can lead to the development of more effective methods for vocabulary acquisition. Motion graphics and still graphics Many studies (Rieber Kini 1991; Siribodhi, 1995; Rieber, 1990; Rieber, 1996) have shown that computer graphics are effective for gaining attention. Furthermore, Iheanacho (1997) suggested that computer graphics can encourage students to create mental images that in turn make it easier for them to learn certain types of information. The difference between motion graphics and still graphics is that motion creates the illusion of movement which helps to explain abstract concepts (Bricken, 1991; Rieber, 1994). In 1996, Rieber conducted a study to explore how users interact and learn during a computer-based simulation given graphical and textual forms of feedback. He found that subjects learned more when provided with animated graphical feedback than with textual feedback. Rieber hypothesized that interactive forms of multimedia, such as computer. simulations will promote different levels of processing depending on the type of representation used (e.g. text, graphics, motion and sound). In an earlier study, Rieber Kini (1991) contended that in contrast to static graphics, animated graphics can provide users with additional information through two important visual attributes: motion and trajectory. They also added that animation can provide information about whether the object is moving or whether the objects motion changes over time. Still or static pictures, on the other hand, lack motion and are more abstract than motion pictures. Still pictures suggest motion whereas motion pictures show life in action, can be used to study specific elements, and can bring us close to the point of visual contact (Dale, 1969). EXPERIMENTS ON COMPUTER-ASSISTED VOCABULARY ACQUISITION IN THE ESL CLASSROOM RESEARCH QUESTIONS Pelletreau (2006) conducted an experiment Of chief importance in this study was the degree to which students would take advantage of computer-assisted opportunities for incidental vocabulary learning while performing online reading tasks. The study necessarily addressed a more fundamental question: How would students learn new words in the course of completing computer-based reading tasks? Lastly, and most importantly for this study, how was the learning of non-target words related to the learning of target words? (p.16). In an earlier study (see Juffs et al., April, 2006), students frequently used the online dictionary to look up the meanings of target words. In fact, students accessed 71% of all the definitions available to them on average, and yet, such behavior did not correlate with mastery of words (r = .16, n.s.). The best predictor of word mastery (as defined by 2 correctly answered post-reading vocabulary questions) was number of texts read (r = .86, p à ¢Ã¢â‚¬ °Ã‚ ¤ .0001). In other words, students reading more texts mastered more words, though the time spent clicking on hints had almost no effect on word mastery (Juffs et al., April, 2006). If students were not benefiting from looking up target words, it may have been because they were not actually making use of target-word definitions. But what were they doing while reading? They were either unable or unwilling to learn target-word definitions. It became apparent that students were not gaining a substantial learning advantage by using the online dictionary. In other words, students were not achieving a desired learning outcome. They resisted their language-learning task and instead participated in a counter-task (Lantolf Thorne, 2006, p. 238) In this context, a decision was made to allow students to look up any word in the online dictionary. Perhaps students had been focusing their attention on non-target words, or maybe they had other preferred (and unknown) methods of using the program. It was clear that students were likely not using the REAP program the way they had been expected to, and it was also apparent that the instruments to gather data about students behavior in the LMC were lacking. As a result, REAP was modified to allow students to look up the meaning of any word, and the number of clicks of both target and non-target words was recorded. Because quantitative data alone would provide an incomplete picture of student vocabulary-learning behavior, qualitative data collection instruments were introduced. Students could be valuable sources of information about their own vocabulary-learning techniques. The acquisition of target vocabulary was thought to depend on student comprehension of non-target words. It was hypothesized that students would use information about non-target words to assist them in their target-vocabulary tasks. It may have been the case that knowledge of non-target words surrounding target words would aid students in making lexical and semantic connections that facilitated target-word acquisition. In line with such reasoning, a strong positive correlation between non-target and target-vocabulary acquisition was posited, at least up to a particular critical threshold. For those students who knew the meanings of very few of the words surrounding target words, it was reasoned, target-word acquisition would be minimal. In such a scenario, such students would have too many gaps in their word knowledge and too few resources to be able to acquire a considerable number of target words. In effect, students learning more non-target words were predicted to learn more target words, though only up to a point. Student accuracy on measures of target vocabulary knowledge should have correlated strongly with non-target vocabulary acquisition up to some critical point. After a certain threshold, the acquisition of additional non-target words might have led to a decrease in the number of target words acquired. Such a threshold may have depended in part on the general language proficiency of the student (measured in this case by the MTELP score). The finite nature of the students language-learning resources, including processing power, attention and memory, may also have been important. It was thought that students spending much of their time learning as many non-target words as they possibly could would likely perform as poorly with respect to target-word acquisition as those who paid little or no attention to non-target words. In such cases, it was plausible that temporal and cognitive constraints (Sweller, 1988; 1994) would lead to students acquiring relatively fewer target words. In effect, the distribution of target words acquired versus non-target words acquired should have been more or less nonlinear. That is, target-word learning should have reached some maximum value for a moderate value of non-target word learning. Additionally, the amount of non-target word acquisition occurring in the study should have been much less, on average, than that of target-word acquisition. While there may have been some exceptions, the explicit instructions to focus on target words coupled with the way the words appeared should have led to relatively greater student attention to target words. It should also be pointed out that students answered cloze questions testing their knowledge of target words (for which they received feedback) after each reading, while they answered no such questions and received no feedback pertaining to non-target words. Greater attention and in general, more cognitive resources devoted to target words should have translated to differential target and non-target vocabulary learning. In terms of predicting how many target and non-target words students learned, general language proficiency should have provided some indication of such information. Pelletreau (2006) concluded in this experimenr, Non-target word lookups did not correlate with target word acquisition. Students did not appear to learn target words faster or better by attending to non-target words. As a result, the relationship between the explicit and incidental learning students engaged in remains unclear. The relative effectiveness of each, as well as the optimal balance of explicit and incidental learning in such a context, is an open question. Benefits of CALL for Vocabulary Acquisition and Reading Comprehension According to Constantinescu (2007) Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Constantinescu (2007) mentioned in his article Most research on vocabulary acquisition and CALL has focused on the effects of multimedia glosses, and the same is true for reading comprehension, since vocabulary and reading are closely and reciprocally related. This reciprocal relationship also accounts for the fact that many research studies on vocabulary development and CALL also examine reading comprehension, and vice versa. Multimedia Glosses and Vocabulary Development One of the first to examine the effects of multimedia glosses for vocabulary development were Lyman-Hager and Davis (1996), who integrated a computer program into the French foreign language curriculum and discussed vocabulary acquisition and students glossing choices for 262 intermediate level students studying French. Two conditions were used in this study: computerized reading and non-computerized reading using an excerpt of Oyonos Une Vie de Boy. Both groups had access to glosses: the computer group had access to multimedia annotations, whereas the control group could consult printed text with the same glosses. As to whether or not computer treatment offered significant benefits to FL students, the results of the written recall protocol indicated that the experimental group who used the computer program to read the text significantly outperformed the control group who used the glossed reading in the print form. Using Multimedia for Vocabulary-building Constantinescu (2007) mentioned in his article However, multimedia is not used only for glossing texts. Multimedia is a central component of good computer-assisted skill-building software. Thus, Chanier and Selva (1998) stressed the benefits of multimedia support for learning L2/FL vocabulary and presented ALEXIA, a lexical learning environment for French as a L2/FL, which includes a corpus of texts, a general and a personal dictionary, and a lexical activities unit. After reviewing various viewpoints about the effectiveness of multimedia for vocabulary learning, they propose useful criteria for evaluating the quality of a visual representation in a lexical environment. Groot (2000) presented another multimedia-enhanced computer-assisted word acquisition program, called CAVOCA, whose aim was to speed up the vocabulary acquisition process. CAVOCA is an interactive program that takes learners through different stages of vocabulary development: deduction, consolidation, and long-term re tention. Benefits of Multimedia-enhanced Dictionaries Other research that focused on vocabulary development with technology argued for the increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners, and which have several built-in aids that their book counterparts cannot provide (e.g. the Longman Interactive English Dictionary, the Oxford Picture Dictionary Interactive, etc.) (Butler-Pascoe and Wiburg, 2003: 126-12) Benefits of Multimedia for Reading Comprehension The positive effect that multimedia has on reading comprehension comes, according to Busch (2003: 278), from the great advantage that online readers have over traditional printed readers: the possibility to enhance computerized texts with glosses in multimedia format. The effects of multimedia glossing received increased attention as researchers considered the possibility that computer-aided reading could create more proficient readers by offering a choice of various types of glosses to develop better vocabularies, greater background knowledge surrounding the text, and more effective reading strategies (Lyman-Hager and Davis, 1996: 775). Constantinescu (2007) remarked some principles for instructors to increase the efficiency of the introduced strategies: First Principle: Instructors Should Pay More Attention to the Existence of Various Teaching Tools For vocabulary acquisition, instructors could make great use of technology by using multimedia glossed texts, electronic dictionaries, corpora and concordance software, as well as various vocabulary-building software. Second Principle: Instructors Should Introduce Multimedia-glossed Texts into Their Vocabulary/Reading Classes Multimedia glossing triggers better results when compared to print glosses. Moreover, full glossing seems to be the best facilitator of vocabulary acquisition and reading comprehension, as opposed to little or non-glossed texts. In addition, best results in retention are triggered by picture + text annotations, whereas pronunciation, video, and audio glosses seem to correlate negatively with reading comprehension. Third Principle: Instructors Should Be Acquainted with the Criteria for Software and Courseware Evaluation (e.g. goals, presentation, appropriateness, outcomes), As Well As Take Into Consideration Two Very Important Factors: Time and Effort Teachers must be aware that there are many different types of software or online materials available for ESL / EFL, however, not all of them are valuable for classroom instruction. Some materials focus on specific skills, while others focus on a wide range of skills and strategies. Moreover, instructors should also ensure that the materials used in class are motivating for students and are at an optimum, i+1 difficulty level, so that progress can be attained. Teachers should also pay attention to students level of familiarity with computers and keep in mind whether the chosen software will trigger the desired outcomes. Fourth Principle: Instructors Should Keep Up with Current Methodology and Make Best Use of Visuals and Multimedia Good CALL programs should make best use of visual elements and multimedia glossing, as well as generate students participation. The programs should be interactive, allowing the students to make choices. Also, they should consist of a wide range of different types of exercises in which students not only choose the right answers but also type in answers. Summary L2 comprehention depends mostly on acquiring vocabulary at least 7,000 words as was mentioned by Groot (2000: 62). Due to the importance of vocabulary acquisition some ways were discussed, and through some experiments by Prell it becomes clear taht the CAVOCA method produced better results for the retention of the vocabulary (p,3). So, in continuation, my research focused on the influence of different models of Call strategies on accelerating vocabulary learning and how the instructors should use them in the best way to increase their efficiencies. Conclusion Among different forms of computerized ways of vocabulary learning, some ways were mentioned. While being different from each other, it is proved that some of them are more efficient that others. All in all, CALL can be a useful instrument for both teachers and students in regard to the priority it has to the difficult traditional ways.

Ethics and Morality

â€Å"In philosophy we have a problem knowing the origin of right and wrong, there are various theories and ideas but we do not seem to have a definite answer to this question. † By Jamee Ford In life people are brought up in different homes, surrounded by different people and are taught different ways of life. As we grow up we are taught the difference between what is considered right and what is considered wrong, which is based on what is socially acceptable.We learn from a young age how we are expected to behave, the rules we have to abide by given from family and the morals we should have and grow up with. In this society it is difficult to find the origin of right and wrong for there are so many theories and ideas, but yet there is no definite answer. I believe morality comes from us citizens, the law, our feelings and our religion can give a certain indication to how we set our values, but I belive it is an objective fact that what is said to be wrong is wrong and what i s said to be right is right.A minority of people believe that morality comes from God. These people have a lot of faith and get their morals and understanding of right and wrong from their belief in god and their bible. For example in the Bible, there are the 10 Commandments, a list of what is acceptable and unacceptable according to God. But what if we don’t believe in god, where would our sense of right and wrong come from? If we can’t change people’s options and feelings on what is right and wrong just by saying that it is acceptable or unacceptable, then why is it okay to say God can.Without god, would their still be morality? Because if god made it acceptable to kill other people, that still wouldn’t make it okay, so I believe this theory is unproven and morality and our right and wrongs can’t come from this theory. Another theory that has brought to the attention of the origin of right and wrong is The ‘Feeling Theory’ and the â €˜Boo-hoorah’ theory. The feeling theory is an example of how morality does come from us. We make things right or wrong by approving or disproving of them. If a person has certain feelings about another person’s actions, it is saying something about them.If they disprove of an action, it is considered morally wrong to that person. This theory is people making a claim about what they think; they are claiming whether the action is right or wrong. The ‘Boo-Hoorah Theory’ is another example of how morality comes from us but involves expressing what we think is right or wrong rather than making a claim about it. Something is neither true nor false and according to this theory there is no fact of the matter just an expression of what the person observing thinks.The feeling theory and the boo-hoorah theory are both wrong for everyone is different and raised differently with different beliefs (everyone has different feelings). So technically one person can trul y believe that it is okay to kill while another says it’s not okay, these two people are contradicting one another which rules out both theories. Some children are brought up in an abusive home environment; does this mean that morally they think its okay to treat people differently based on how they were raised?All people are raised in a different environment, under different circumstances so if morality comes from us then morality would have to include a whole lot of different views. Another important theory is that morality and our right and wrongs come from the law. Morality and the law often correspond, our morals are what we consider right and wrong, While the law is what has been decided as right and wrong for us. Both murder and stealing are things we consider morally wrong and are also against the law. In the perfect world we all want the law to coincide with morality, but in reality most likely will never be like that.For example drugs are illegal and the law will no t accept any sort of behaviour involving drugs, but in some cases people justify that is morally acceptable to deal drugs use it for personal use because of financial situations and pleasure. So they morally justify it in their own head for it to be okay. Even though morality can be guided by the law, helping us understand the differences between right and wrong, morality can’t come from the law, for there are a lot of things the law accept but us civilians see it as wrong.As we can see morality cannot come from the above theories, for they all leave the question of the origin of right and wrong UN answered. I believe that morality comes from us and that things are right and wrong anyway. I believe G. E Moores theory of the extra fact (the six sense) that can detect wrongness. I truly believe this for it is true that there is that something inside of us, guiding us and helping us know what is right and wrong. We on’t necessarily have to be taught about all the wrongs i n life to just get that gut feeling that mugging an elderly person is just wrong, why do we feel that? Why don’t we do it? It is because it is something that is just there. Also everyone in the world is different, we all come from different backgrounds and everyone has been brought up differently, in different environments. So therefore we all have different feelings and beliefs, for someone can truly believe that stealing is acceptable, when another thinks it is wrong.Morality is based on how you feel and how you treat people, expecting the same in return; you wouldn’t want someone to hurt you, so why would you want to hurt them. There are no proven facts to where right and wrong comes from but it is something that is just there. It changes over time, and things that were once believed as right are now seen as wrong. So therefore we cannot place judgements for we don’t know what morality and right and wrong will be seen as in ten years time, it’s based y ou as a person.