Infants Secure Attachment To Different Caregivers Social Work Essay

Infants Secure Attachment To Different Cargongivers Social Work EssayExperience of early childhood shackle is at the base of whole child development and works as the framework for the intimate relationship with others. Early manner of communication between the primary care provider and child shapes the bond paper relationship. The outcomes of infant attachment considered to be long-term and influences generations of families. According to Bowlby who developed theory of infant-caregiver attachment, attachment security characterizes the confidents of infants in their caregiver, and can be observed through with(predicate) how they interact with their caregiver and how they make use of the caregiver as a limit base to explore their environment (Brown, McBride, Shin Bost, 2007). Attachment theory, therefore, has been regarded as the major structure for the look of mother-child attachment, and it also might offer a practical approach for examining attachment development between ot her caregivers and infants. Nonetheless, in spite of a number of researches on mother-child attachment has conducted, we still are unfamiliar with attachment relationships between other caregivers such as a father and surveilive parents. Because of the socioeconomic changes that have occurred in the United States during the past three decades, more mothers, with infants, work outside the home and, in many cases, new roles for fathers within the home increased, and many couples with a variation of reasons decided to adopt children also increased. Therefore, this paper explores whether an infant can develop secure attachment to a caregiver other than their primary caregiver, usually mother, and wherefore how father and foster mother-infant attachment relationship different from ordinary infant-mother relationship.Importantly, sensitivity has been considered as a key predictor for secure caregiver-infant attachment. Despite the fact that the comparatively few researches studying the attachment relationship with fathers, some studies on father-child attachment suggests that fathers can give sensitive care, an important factor for developing secure attachment, for their children as much as mothers can therefore, the level of attachment between father and child appears to be comparable to that usually found with mothers (Brown et al., 2007). More all over, Brown et al. (2007) found that when fathers employ favorable parenting activities, father involvement time does not seem to affect on secure father-child attachment. More specifically, infants tended to form quite secure attachment relationships notwithstanding the fact that either their fathers were more involved or disinvolved. When fathers, on the other hand, employed less sensitive child-rearing, increased father involvement was associated to an insecure father-child attachment (Brown et al., 2007). Therefore, father-child attachment is influenced by fathers parenting quality, and increased involvement i s better for building attachment only when it accompanied by positively charged parenting. In addition, another research showed that fathers who cherished the parental role were more tend to have a secure attachment with infants, but this connection was marked only when fathers have positive marriage, conceivably because these fathers are more prone to be given helping hand from their partner (Wong, Mangelsdorf, Brown, Neff Schoppe-Sullivan, 2009). Yet interestingly, fathers who valuing the paternal caregiving role might promote secure attachment of temperamentally difficult infants, for such fathers may be tend to support them with daily child-rearing activities and be adjusted to sensational needs of their infants as well as their other demands. Accordingly, temperamentally difficult babies would be more prone to attach securely to fathers in this circumstance.Even though all adopted children go through a stressful disjointing from their wedded figures and are replaced with ne w attachment figures in the foster family, they are also able to develop and become attached to their fostering families. Jeffer and Rosenboom (1997) examined 80 mothers and their infant from all over the world, adopted between at age of 6 month and 8 month olds, in the Strange piazza when they were 12 and 18 months to evaluate their attachment. According to their study, they found more secure infant-mother attachment than insecure attachment relationship as normally expected. The actual ratio of secure attachment at both 12 and 18 months were approximately 75%, so secure attachments observed this research seemed to be stable over time (Juffer Rosenboom, 1997). Another study of attachment between foster parents and infant also demonstrated that quality of mother-infant attachment in middle-class foster families was comparable to the result of families with only biological children however, interracial adoption were more likely to have less secure caregivers- infants attachment (S inger, 1985). It might be explained by which families who adopt children of a different race than themselves are less likely to receive hearty support from extended family, friends, and neighbors than are families who adopt children of the same race. Higher grade of insecure attachment also have found among infants who spent as a minimum of 8 months in a Romanian orphanage and and so placed to foster families. Infants who adopted at an earlier age, by contrast, do not appear to have an elevated rate of insecure attachment to their adopted parent (Chisholm, 1998). From these results, although adopted age of infants seems to be a critical factor whether they develop secure or insecure attachment to foster patents, adopted infants are capable of attaching to their new caregiver, and in turn, adoptive parents are responsive enough so that they can meet their adopted babies needs and be a their radio beacon as well.Since infants can develop securely attached relationship to other care givers, the long term effects such as resiliency to new environments and having positive behaviors and expectances are assumed to be similar to which mother-infant relationship likely to have. Even though the comparison of attachment in foster and non-foster families was reasonably resemble, the outcome sometimes do not exclude the potential importance of insecure or disrupted post-infancy family relationships as a source for the adjustment problems of the adoptee. The study showed that when children reached to school age, they face up to the reality of adoption and begins to be aware of their circumstances, including being abandoned by their parents. Consequently, they often feel frustrated, doubtful, and become insecure to their current families relationship (Singer, 1985). Nonetheless, it appears that the higher feature of troubles accounted later on in such families cannot be explained only by attachment problems of earlier life because early secure attachment counteracts to t hese problems and buffers the negative emotion to some degree.In conclusion, infants can develop secure attachment not only to their mothers but also other caregivers, including fathers and adoptive parents. It seems that infants can become attached to any caregivers, provided that those caregivers interact with them on a regular basis, provide physical and emotional care, and are emotionally invested in the child. Sensitivity plays crucial role in secure attachment development between caregiver and infant on the other hand, the amount of time parents involves in parenting appears to be less related to secure attachment development. The similar positive outcome of secure attachment can be expected to the attachment relationship among father- and adoptive parents-infant. Children are born vigilant to form relationships with those who care for them, and those early experiences influence the relationships that they develop within the family and in the greater world outside of the home . Consequently, relationships affect childrens healthy development, and childrens development, in turn, transforms their later fine relationship.

Literature Review of Language Learning Strategies

Literature Review of Language Learning StrategiesChapter 1 Literature Review of Language Learning Strategies1.1 IntroductionResearch into spoken language learn strategies began in the 1960s, limitedly , development in cognitive psychology entranced much of the research done on language argument strategies (Williams Burden 2000 149). Since then, there has been a crowing shift within the field of language learn and command with greater emphasis being put on learners and scholarship rather than on instructors and teaching.In parallel to this new-made shift of interest, how learners process new information and what kinds of strategies they employ to understand, learn or remember the information has been the primary c one timern of the researchers dealing with the nation of foreign language acquirement. Therefore, a lot of researchers have been devoting themselves to the atomic number 18a, among whom best represented by Rubin (1975), Cohen (1981), Wenden (1982), Oxford(19 89), OMalley Chamot (1990), etc. In China, the research into language cultivation strategies began in the center of attention 1980s, such as Huang Xiaohua(1985), Gui Shichun (1988), Liu Runqing (1990), followed by Wen Qiufang(1996) and Cheng Xiaotang(2000).1.2 Signifi ceasece of the Studies of side Learning StrategiesLearning is a lifelong task for each person. With the development of the clock and the promotion of the side education reform, we, teachers of English have been clearly aw be that our duty is non only to teach students language knowledge, whats much, we should teach them to learn to learn. As far as the reality is concerned, the studies of English development strategies ar significant in these regards as followsThe studies of English nurture strategies learn the needs of the current writ of execution of quality-oriented education in our country.At present, quality-oriented education is being carried out in both primary coachs and middle schools, whereas qua lity-oriented education is the one focusing on students commonplace development. As we see, the humankind has entered the information and knowledge-based economy era in which science and technology ar advancing by bounds and leaps with each passing day. Therefore, students should be equipped with lifelong capabilities of erudition if they want to succeed in fierce competitions in future. As teachers of English, we should help students to master the correct methods of tuition English, develop students learning potentials, foster their sound learning habits and bring up the abilities of teaching themselves English so that they can have concrete foundations of English learning after they move over school. In addition, the fosterage of learning strategies is beneficial to developing students fine personalities as advantageously as their spirits of innovation. No wonder that the newly-issued national English broadcast Standard (200329) points out Helping students develop sound lea rning habits and form the effective learning strategies is an important task of English curriculum. Just as the Chinese saying goes, Give a man a fish and he eats a day teach him how to fish and he eats for a lifetime.2. The studies of English learning strategies atomic number 18 conducive to shifting our teachers traditional beliefs so as to elevate our proclaim quality and thus meliorate the quality of our teaching and education in large scales.In the current world, the rapid development of social economy, culture, science and technology have been all the much seeing the traditional beliefs and modes fail to adapt to the modem educational requirements .Through the studies , we can better(p) update the teachers educational beliefs and constantly learn new teaching methods and new knowledge to meet the needs of educational reforms. Furthermore, we hold that quality is the absolute principle in the educational career. Regrettably, a lot of problems leading to poor educational qu ality come about down to the inefficient learning methods rather than teaching methods. Hence, if we want to repair the quality of our education and teaching in large scales, we shall regard the studies of learning strategies as the breakthrough point . harmonise to foreign language pedagogy surmise, teaching and learning belong to an insepar adapted-bodied organic entity which are interdependent and complementary to each other. All these require we should strengthen the studies of the English learning strategies in middle schools.3. The studies of English learning strategies help the learners(students) become more achievementful in their learning.The SLA theory and practice have all the more been proving that the intelligence of learning methods plays an increasingly important agency in ones learning and the prerequisite to learning English well is to learn how to learn effectively. More and more research results have also shown that the effective learning strategies are qu ite relevant to ones academic achievements . Biggs(1990) points out that when students are eager to learn and know how to learn, they go forth be able to achieve ideal achievements. So the studies of English learning strategies are important means to improving students learning efficiency in an all-round way.1.3 Language Learning StrategiesSince the emergence of learning strategies, many researchers have been concentrating their attention on language learning strategies, however, confine and classifying language learning strategies has been a major concern for researchers devoted to this area. As language learning strategy studies develop and researchers identify more and more strategies, the compartmentalisation schemes become more elaborate and complicated, which in themselves are not a problem because they help us to have a better understanding of the reputation of language learning strategies.1.3.1 Definition of Language Learning StrategiesThe terminal figure language lea rning strategies has been defined by many researchers. Learning strategies are defined by Rubin(197543) as the techniques or devices that the language learner may use to gain knowledge.Weinstein and Mayer (1986315) state that Learning strategies have learning facilitation as a goal and are intention on the part of the learner, the goal of strategy use is to affect the learners motivation or affective state, or the way in which the learner selects, acquires, organizes, or integrates new knowledge.Wenden (1987 19) defines learning strategies as any sets of exertions, steps, plans , routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information. harmonise to Stem (1992261) , the concept of learning strategies is dependent on the assumption that learners consciously engage in activities to achieve certain goals and learning strategies can be regarded as broadly conceived intentional directions and learning strategies .Williams and Burden (200021 6) define learning strategies as series of skills used with a particular learning purpose in mind. They involve an ability to monitor the learning situation and resolve accordingly and they also mean being able to assess the situation, to plan, to select appropriate skills, to sequence them, to coordinate them, to monitor or assess their effectiveness and to rewrite the plan when necessary.Based on Chinese students learning and development , the newly-issued National English Curriculum Standard (200323) regard learning strategies as all kinds of actions and measures students take out in order to learn efficiently and develop themselves.To sum up, we may understand English learning strategies as followsFirstly, learning strategies are the complex plans concerning learning process learners make. In a strict sense, all the plans of the learning activities should be different, thats to say, the learning strategies each time used by the learners are quite different. However, relativel y speaking, for the same sort of learning, learners may have similar plans, which we may call learning strategies in common use, just like the reading method SQ3R(Survey, Question, Read, secern and Revise)many learners use.Secondly, learning strategies are initiatively used by the learners so as to achieve a certain learning goal. Therefore, learners should make appropriate learning plans in the airheaded of their learning tasks accordingly. Generally speaking, learners are conscious when they use certain learning strategies. When the plans are being carried out over and over, learners level of using them will stretchability a certain sort of automation.Thirdly, to use learning strategies is to learn efficiently. On the contrary, if the learners dont use certain strategies in their learning, they may feel it difficult to attain their learning aim. In other words, they wont get satisfying effect even if they finally attain a certain aim. Take memorizing English words as an exampl e, given enough time, one can also remember words through mechanical repetition. However, if one uses other methods , the memorizing efficiency may be amend greatly.1.3.2 Classification of Language Learning StrategiesClassifying language learning strategies has been a major concern for researchers devoted to this field. So far language learning strategies have been categorise by many scholars, such as OMalley(1985), Wenden Rubin(1987) , Oxford (1990), Stern(1992) , Ellis (1994), Wen Qiufang (1996) and so on.Lets see a few representative viewpointsOMalleys (1985) variety of language learning strategiesMetacognitive strategies Cognitive strategiesSocioaffective strategiesRubins (1987) classification of language learning strategies/ Learning strategies Cognitive learning strategiesMetacognitive learning strategies Communicative strategiesSocial strategiesOxfords(1990) classification of language learning strategiesDirect strategies Memory Cognitive recompense strategiesIndirect str ategies Metacgnitive strategiesAffective strategiesSocial strategiesStems(1992) classification of language learning strategiesManagement and planning strategiesCognitive strategiesCommunicative-Experiential strategiesInterpersonal strategiesAffective strategiesWen Qiufangs (1996) classification of language learning strategiesConcept Methods- Management methodsLearning methodsAs different researchers have given different shipway of classification from different aspects . In order to make the operation of English learning strategies instruction and education more convenient and effective, on the basis of National English Curriculum Standard (2003) and taxonomies mentioned. above, on the one pot , Ive adopted the following classification according to the role that strategies play in the learning process, that is , affective strategies, cognitive strategies, metacognitive (regulative) strategies, communicative strategies and resourceful strategies on the other hand, in accordance wit h the fields of language knowledge and language skills, Ive listed strategies for learning vocabulary, grammar, and strategies for developing listening, speaking, reading and writing skills. The former will be penetrated in my routine English teaching (Strategy-based instruction) and the latter will be trained through special lectures.1.3.3 Factors Influencing Language Learning StrategiesThe use of learning strategies is not an isolated phenomenon. The mastery and espousal of students learning strategies are doubtless affected by various factors. So the research and investigation into these factors will surely be of great help to teachers who are engaged in learning strategies instruction and training, as the teachers can control or eliminate the disturbance of these elements. Furthermore, the research into the factors influencing learning strategies plays an extremely important role in neatening students learning time and improving their learning efficiency and making the stra tegies instruction and training more targeted. As we know , learners(students) and teachers are deuce closely related aspects in teaching, so the factors influencing the mastery and adoption of students learning strategies mainly derive from students and teachers.1.3.3.1 motivation and InterestBy motivation, I mean the term of describing , arising, maintaining and guiding of the human behaviors. To some extent, motivation is the driving power of human behaviors. Therefore, motivation is very important when students learn English. They are believed to be always henpecked by a certain motivation. In the educational field, motivation is a very important requirement to keep the education and class-teaching going smoothly and effectively.Motivation is the most frequently used term for explaining success or failure in virtually any complex task. Its easy to claim that a actuate learner will do better in language learning. This is of course not groundless, for countless studies and exp eriments have demonstrated that motivation is a key to success in language learning. But researches also show only neither too high nor too low learning motivation can improve learning efficiently.Its clear that if learning motivation is too low, high efficiency cant be achieved. Students with lower learning motivation are usually short of study enthusiasm. They are the passive participants in the learning activity and their learning efficiency will be negatively influenced. Students with too high of a motive intensity will fail to face difficulties confidently, fail to take part in the communication calmly and their potentials for study will not be desirable.According to Oxford and Nyikos(1989 404-19) research, the higher the learners motivation is , the more learning strategies and the more frequently he will use. As we know, learning is a kind of ,conscious activity, only when students hove the definite sensation to improve their learning and the strong desire to master learnin g strategies will they plusly be able to find out and summarize strategies leading to success. Also, the outside learning strategies instruction and training can be internalized.In addition, the intensity of students learning motivation determines what kind of strategies they will choose and therefore affects the efficiency of their strategy use. For example, Biggs(1990) research shows that students with extrinsic motivation tend to choose mechanic learning strategies while those with intrinsic motivation tendto choose meaningful organizing learning strategies and students with higher motivation tend to use more frequently the learning strategies they have mastered while those with lower motivation are insensitive to the use of strategies. OO According to Gardner and Lambert(1972) , learners mainly with instrument motivation tend to use communicative learning strategies more frequently.Last but not least, interest is an important aspect in motivation. Interest is aroused and devel oped on the basis of needs. When one shows interest in certain things, theyll undoubtedly take positive attitudes towards them. As Einstein once said Interest is the best teacher. Some British psychologists experiments have proved that interest rather than intelligence can better promote students autonomous learning. Therefore, teachers should institution creative and lively teaching activities and new forms and ways through various teaching media to help students learn better.1.3.3.2 PersonalityWhat is personality? How is it to be generally represented and understood ? In psychology, Eysenck (1974) occupies a pivotal position in this field. He elaborates a most comprehensive and objective approach to the study of personality. His theory, using dichotomies, identifies the general traits extrovert/introvert and neurotic/stable. As for personality influencing foreign language learning, more researches are concerned with exploring the personality of extroversion and introversion.Trad itionally, it has often been assumed that learners who are extroverts will be better and faster foreign language learners, who are generally more sociable and gregarious. They enjoy change and excitement. Extroverts will be more actively involved with the language than their introvert classmates. They will be more responsible to the input they get, be keener to try producing their own foreign language utterances and so have more opportunities to build up and test hypotheses about the language. Its also most noticeable in the language schoolroom where the teacher likes talkative, outgoing students who enroll freely in class discussions. On the other hand, introverts are often thought of as reserved, bookish and slow. Unfortunately, this prejudice has had a considerable influence on language teaching, which vie should be careful with.So far, Griffiths (1991) viewpoints have been widely accepted introverts have advantages over extroverts in developing their cognitive academic languag e ability, as they usually spend more time in grammar, reading and writing and they are good at observing and appreciateing. While extroverts are qualified in basic interpersonal communication skills, as they have more opportunities and more language input. This is also in accordance with Zhu Chuns conclusion(1 994347). In my opinion , as far as my 13 years teaching practice is concerned, these ideas are authoritative. So it needs to be judged fairly in our teaching practice. Personally, in our daily learning strategies instruction and specialized training, Id like to propose that we teachers of English should consciously encourage students to be extroverted, while at the same time being1990, ( -fj kEi 03N*)IY. el t, M 122 aware of the optimum between extroversion and introversion, which may vary from student to student, from moment to moment.1.3.3.3 Learning StylesThe way we learn things in general and the particular attack we make on a problem expect to hinge upon a rather amor phous link between personality and cognition_ This link is called learning behavior or cognitive style. Ellis (1985) states Cognitive style is a term used to refer to the manner in which people perceive, conceptualize , organize and rally information. Each person is considered to have a more or less consistent mode of cognitive functioning. According to Wedell, M Liu Runqing (1995209) Cognitive style refers to the ways that individuals organize, analyze and recall new information and experiences. Up till now, different researchers have identified different types of learning styles from different angles. For instance, Margaret. Morgan (198252) identifies 16 types of learning styles from two dimensions extroversion-introversion sense-intuition. Cl) Reid (1987) identifies as Audio-Sense Type, Visual-Sense Type, Moval-Sense Type, Touch-Sense Type from the angel of different sensories. OO As far as the researches are concerned, the more detailed the divisions are, the better we can p erform. However, in daily applications we find them too trivial. To make our studies convenient and operable, a distinction is made between Field-Dependent and Field- Independent language learners in the light of students perceptional styles.The following are seen in our practicable English teachingField-dependent students are more positively influenced by their teachers they perform better on structural tasks than unstructured they dont try to analyze or think about English themselves they are very reliant on what other people think of them and depend a great deal on positive feedback in their English learning they tend to be seen as outgoing and interested in others and they are usually perceptive of the feelings and thoughts of others. In contrast, field-independent students do better without teachers interference they are good at fmding patterns, organizing data to make generalizations and learning rules and they have a strong sense of personal identity and often seem insensiti ve to and distant from others.Its possible to say that these characteristics are not totally related to the styles of field independence or dependence, but its necessary for us teachers to be conscious of these cognitive elements in English teaching. What I would claim is that individual student vary their utilization of field dependence or field independence, depending on the context of learning. If a task requires field independence, individuals may invoke their field-independent style if it requires field dependence, they may invoke a field-dependent style. Obviously, our role is to understand the preferred style of each student and to encourage the appropriate style for the context in our learning strategiesGordon Lawrence. 198252-53. People Types and Tiger Strips. Centre for Application of Psychological Type, Inc. ( Reid, J. 1987. The Learning Styles Preferences of ESL Students. TESOL every quarter 21 87-111 instruction and specialized training. Its worth mentioning that Englis h learners themselves should be aware of their own learning styles so that they can make full of their own characteristics.13.3.4 scienceSubjectively speaking, learners wont consciously choose and use learning strategies in line with their own intelligence, as learners are not necessarily aware of their own intelligence, furthermore, there hasnt been evident relationship between intelligence and learning strategies so far. However, objectively speaking, intelligence is still a factor influencing the formulation and choice of learners learning strategies to some extent, as we know, some learning strategies require learners higher intelligence, for example, when learners are required to summarize grammatical rules through language analysis and observation. Although the less intelligent learners may also attempt to foster and use these strategies, the efficiency when they use these strategies will surely be not as high as those more intelligent learners. Gradually, they will abandon these learning strategies consciously or unconsciously and thus they may turn to other learning strategies.The research into language strategies training has proved that the more intelligent students tend to develop their own effective learning strategies spontaneously through trying to figure out teachers daily interpretations and summarizing experiences in solving problems. While for the general intelligent students, they tend to develop their learning strategies through teachers specific and explicit instructions or training. For the poor students, they need not only teachers specific help and explicit interpretations but constant practice as well. In this case, they can use the learning strategies theyve got mechanically , but when the learning tasks , learning environment or learning contexts are changeable , they are at a loss as to how to choose appropriate learning strategies, or rather, even if they use the strategies, they still fail to solve problems effectively.It should be pointed out that intelligence is only one of the factors influencing students formulation _ and adoption, but not the mere condition. Its dual-lane understanding that the more intelligent learners wont necessarily master the effective learning strategies naturally while those who cant master effective learning strategies are not necessarily the less intelligent learners.1.3.3.5 The TeacherTeaching, as a kind of cognition, is mainly embodied through students understanding, which is believed that students are the subjects of teaching. However, in the process of teaching, students cognition is not isolated, but conducted by the teacher. As a result, students acquirement , choice and application in learning strategies are dominated by the teacher. The teacher may influence students formulation and adoption of learning strategies directly or indirectly. The direct influence refers to the teachers special or embedded learning strategies training inEnglish teaching. In terms of the te achers indirect influence, I mainly refer to the teachers teaching experience, teaching methods and teaching procedures, all of which may exert a subtle influence on the formulation of learners learning strategies. For example, an experienced teacher may have the following furbish ups on students acquirement and adoption of learning strategiesIn teaching practice, the teacher is good at recognizing important learning strategies, and clearly aware which strategies are crucial to students of different ages, which strategies are indispensable to different learning tasks. Therefore, the teacher is able to teach students the appropriate strategies effectively in the light of students characteristics of different ages and meet the needs of different learning tasks.The teacher is constantly trying to seek new learning strategies . With the in-depth of the theory research and summarization of pragmatic teaching experience, learning strategies have been creating and discovering accordingly. The experienced teacher has to explore and seek new learning strategies in the light of teaching requirements , also, the teacher will provide the students with new learning strategies so that they may master more learning strategies effectively.The teacher is adept in choosing the appropriate learning strategies materials and making the materials more relevant and typical, which will make the selected materials in accordance with the students cognitive characteristics and personality, fully reflect the learning strategies being trained and also arouse students learning interest.The teacher is adept in converting the so-called implicit requirements of the teaching contents into explicit ones. It means that the teacher will be able to teach the learning strategies vaguely and consciously.The teacher is able to raise students awareness of learning and mastering learning strategies with the help of the outer teaching requirements at the right moment. Thats to say , when students are u nconscious of the learning strategies, the teacher is able to stir their awareness efficiently when students are subconscious of the learning strategies, the teacher is able to promote them consciously and clearly. Little by little, the students will learn to improve their learning , summarize their own experience and accumulate their learning strategies, which will undoubtedly help augment their learning efficiency.On the other hand, whether the teacher can adopt his teaching methods appropriately will also have an important impact on students formulation and adoption of learning strategies. As its known to us that learning strategies , after all, are kind of implicit learning techniques, the teacher who can adopt appropriate teaching methods will be able to make the abstract.teaching contents more specific, more vivid and more illustrative.Lastly, its worth mentioning that when the teacher has a profound understanding of the characteristics of the teaching procedures , he will tea ch students necessary learning strategies at the pivotal links and crucial periods. Similarly, in learningstrategies instruction and training, the teacher can adopt the elicitation method rather than cramming method . Then the students can draw interferences about other cases from one instance with the teachers unraveling at certain crucial moments.1.3.3.6 Other FactorsBesides the factors mentioned above, learners age also has a conspicuous influence upon students formulation and adoption of learning strategies. With the growth of age, learners cognitive abilities will grow accordingly. As far as the learners are concerned, the periods can be divided into three periods pre-school period, primary-school period and high-school period. C On the basis of the actual circumstances, the thesis is mainly focused on the high -school period. Although learners cognitive abilities are growing rapidly, and their cognitive ways are being enriched gradually, without the teachers help and instruct ion , high school students still cant develop and adopt learning strategies spontaneously and systematically. In view of this fact, learning strategies instruction and training among high school students is quite necessary.Indeed, there may be different factors influencing students mastery and adoption of learning strategies. Therefore, in our learning strategies instruction and training, we should take the following factors into full consideration students learning motivation, personality, intelligence, learning styles, the teachers teaching methods and so on, because these studies will make our learning strategies instruction and training more directed, shorten students learning time and improve students learning efficiency.1992. (Vft.,12.44-4) *VtfAk44-ailVii M 385BibliographyEnglish ReferencesChamot, A. U. OMalley, J. M. et al .1994. The CALLA handbookImplementing the cognitive academic language learning approach.White Plains, NY Addison Wesley Longman.Chamot, A. U. OMalley, J . M. et al. 1994.Language learner and learning strategies In N. C. Ellis (Ed.), London Academic.Chamot, A.U. .1993. Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals, 26 308-321.Clouston, M. .1997. Language Leaning StrategiesAn Overview for Learning Strategy Teachers The Internet TESL Journal.Cohen, A. D. 1998 . Strategies in learning and using a second language. NY Addison Wesley Longman Limited.Ellis, R..2002. The Study of Second Language Acquisition.UK Oxford University Press.Flavell, J. H..1981. Cognitive monitoring. In W. P. Dickson (Ed.),Childrens oral communication skills (pp. 35-60). New York Academic Press.Gardber,R.C. Lambert W.E.,1972.Attitudes and Motivation in Second Language Learning. Rowley Newburry House PublishersGriffiths, R..1991. Personality and Second Language Teachingtheory, research and practice. Singapore SEAMEO Regional Language CentreHall, Stephen. 1997. Language Learning Strategies from the idea ls to classroomtasks. Language and Communication Division, Temasek PolytechnicJones, B. A, Palincsar, D.Ogle and E,Carr. .1986 .Strategic teaching and learning Cognitive instruction in the content area. Alexandria.VA Association of Supervision and Curriculum DevelopmentKassin, Saul. M. 1998. Psychology (2 Edition) regular army Prentice -Hall, IncNyikos, M. 1996. The conceptual shift to learner-centered classroomsIncreasing teacher and student strategic awareness.In R. L. Oxford (Ed.), Language earning strategies around the world Cross-cultural perspective (pp. 109-117). Honolulu University of hello Press.Malley, J. M. Chamot, A. U..1990. Learning strategies in second language acquisition. Cambridge Cambridge University Press.Oxford, R. L. (Ed.). 1999. Language Learning Strategie

Fame and Glory in Dantes Divine Comedy Essay -- Divine Comedy Inferno

What is fame? Fame is but a slow decay Even this shall pass away. Theodore Tilton The Divine Comedy, by Dante Alighieri, is a verse form laden with such Christian themes as love, the search for happiness, and the desire to see God. Among these Christian themes, however, is Dantes obsession with and desire for fame, which seems to be a surprising departure from conventional medieval Christian morality. Indeed, as the poem progresses, a striking contradiction emerges. Dante the writer, in keeping with Christian doctrine, presents the desire for fame and glory among the souls of Inferno in order to replace it with humility among the souls of Purgatorio. Yet this refining of desire is not entirely embraced by Dante, who seems preoccupied with his own personal fame and glory. Therefore, how do we reconcile the seemingly hypocritical stance that the souls must strip themselves of disdain and become humble, yet Dante can continue in his quest for fame and glory and still be saved? This contradiction is developed as the reader and the subject Dante travel through Inferno and Purgatorio and is resolved in the second sphere of Paradise. It is this sphere, which allows for fame and glory for honorable reasons, that permits us, as readers, to resolve this tension. It is in this sphere that Dante elucidates that fame is not perpetually bad, but only becomes so when ones motives are impure. The power of fame and glory is nowhere more powerful than among the souls of Inferno. The importance of earthly fame is particularly apparent in the figures of the some(prenominal) shades who have asked Dante to recall their names and stories on Earth. In fact, it is this promise of fame that induces most of the souls to ... ... of Paradise when we find that fame can have a place in paradise if it is sought for righteous reasons. Works Cited Ciardi, John, trans. The Divine Comedy. In The Norton Anthology of World Masterpieces, Expanded Edition. Vol. I. Ed. Maynard Mack. unfermented York W.W. Norton, 1995. Works Consulted Bergin, Thomas Goddard. Dante. New York Orion P, 1965. ---. Dantes Divine Comedy. Englewood Cliffs Prentice, 1971. Niven, Larry and Pournelle, Jerry. Inferno. New York Pocket Books,1976. MacAllister, Archibald T. Introduction. Inferno. By Dante. New York Mentor, 1954. Pinsky, Robert. The Inferno of Dante. New York Harper Collins, 1994. Shippey, T.A. Into Hell and Out Again. Times Literary Supplement, 8 July 1977, .820. Spinrad, Norman. Introduction to Inferno, by Niven and Pournelle. capital of Massachusetts Gregg Press, 1979.

My Philosophy of Education Essay -- Philosophy on Education Statement

Philosophy On Education My BeliefsStudents are the key to our future. In rewrite for them to require sound decisions in life they must be able to understand the consequences for the choices they make. My goal as a teacher entrust be to make sure they receive the knowledge to make those decisions. I want to be a teacher so that I can mold students to be intelligent, deep citizens in our society. I want to be a role model, someone children can look up to and emulate. I believe I am congruous and capable of being a teacher because I am intelligent, compassionate, and of high moral character. I believe I can encourage students to become the outperform person they can be. To achieve these goals, there are factors I need to consider, such as what type of learning environment I pull up stakes suffer for the students, what command methods will I incorporate, and whom will my students be. The students learning environment is an important factor to their success. I want to en courage both group and solitary learning. The desks will be arranged in groups of two and will promote a buddy system in the classroom. My buddy system is designed to give students the probability to interact with others outside their usual clique. I believe this system will encourage students to become acquainted with new people and new ideas. I excessively want a classroom with windows. That way, the students could have plants to tend. I believe the plants would promote responsibility and serve as a year round science project. publicise boards would not reflect the students grade level, but instead they would represent something a bit more advanced. Hopefully, these bulletin boards will stimulate questions, peak curiosity, and get students prompt for advanced subj... ...ds cannot get the one on one care he/she deserves in a large classroom. I would be willing to include students with punishing disabilities for some of the activities. However, someone trained in the field of special education will be better equipped and more qualified to teach those students than myself. To pump it up, my philosophy about education is centered on the students. The classroom will reflect an open, collective, yet challenging environment. I will employ any teaching technique necessary to motivate, encourage and assist my students in achieving their academic best. I want all my students to have an equal opportunity to succeed therefore, I will strive for fairness in testing, grading and classroom accommodations. Above all, it is my ultimate goal to provide the students with the capability and the knowledge that they will need to succeed in life.

Creating a Web Site about the Cherokee Removal in 1838 :: Rhetorical Analysis

Rhetorical outlineFor my final don care, I decided to work on a functional Web post, one that has a purpose. Its part of another project Im working on with the Multicultural Archive of Georgia. The purpose of my final project is a pedagogical one. It is simply a helpful, educational site on the Web. For the intimately part, my project accentes on four maps that come from the Hargrett R be Manuscript Library. Most of the maps focus on the state of Georgia, with an emphasis on the former territories of the Eastern Cherokee nation. My site takes these four maps and analyses them in the context of the Cherokee Removal in 1838.The sites analysis takes several dimensions that are only possible on the Internet. First and foremost, it offers visitors doorway to these four maps. In just seconds of loading magazine, visitors get a glimpse of these maps on a sc all(prenominal)ywag without any interference. The viewers can see these rare maps without the hassle of pass to the library a nd can access the maps at anytime they wish, day or night. My site and the Hargrett disused Manuscript site provide this convenience, only when more than just access my site offers context. For each of the four maps, I also provide a brief, but interesting and factually correct historicly background for the maps. They emphasize the conditions of the Cherokee slightly the year each map was produced. Again providing this kind of information is only interoperable in the web. For one delivering such facts together in a library would be complicated and impossible. While no textbook, though it may offer the historical facts related to the Cherokee, could also deliver the details of the maps as well as a hypertext page can.While not featured in the current selective service of my site, in the future lesson plans will be made available to take advantage of the Webs didactic possibilities. With the maps and the historical contexts, the lesson plan will be designed for mellow school stu dents and teachers. The aim of which would be to cut out the research time for teachers. With their busy schedules its tough to come up with an interesting topic, on say the Cherokee, hence research it, then implement an assignment. With my web site it will all be ready and available-because of the Internet-at their fingertips.As the website exists now, however, I have offered a draft of my intent to the undergraduate research program at UGA, which presents my plan for the final transformation of this website.Creating a Web Site about the Cherokee Removal in 1838 Rhetorical AnalysisRhetorical AnalysisFor my final project, I decided to work on a functional Web site, one that has a purpose. Its part of another project Im working on with the Multicultural Archive of Georgia. The purpose of my final project is a pedagogical one. It is simply a helpful, educational site on the Web. For the most part, my project focuses on four maps that come from the Hargrett Rare Manuscript Librar y. Most of the maps focus on the state of Georgia, with an emphasis on the former territories of the Eastern Cherokee nation. My site takes these four maps and analyses them in the context of the Cherokee Removal in 1838.The sites analysis takes several dimensions that are only possible on the Internet. First and foremost, it offers visitors access to these four maps. In just seconds of loading time, visitors get a glimpse of these maps on a page without any interference. The viewers can see these rare maps without the hassle of going to the library and can access the maps at anytime they wish, day or night. My site and the Hargrett Rare Manuscript site provide this convenience, but more than just access my site offers context. For each of the four maps, I also provide a brief, but interesting and factually correct historically background for the maps. They emphasize the conditions of the Cherokee around the year each map was produced. Again providing this kind of information is onl y practical in the web. For one delivering such facts together in a library would be complicated and impossible. While no textbook, though it may offer the historical facts related to the Cherokee, could also deliver the details of the maps as well as a hypertext page can.While not featured in the current draught of my site, in the future lesson plans will be made available to take advantage of the Webs didactic possibilities. With the maps and the historical contexts, the lesson plan will be designed for high school students and teachers. The aim of which would be to cut out the research time for teachers. With their busy schedules its tough to come up with an interesting topic, on say the Cherokee, then research it, then implement an assignment. With my web site it will all be ready and available-because of the Internet-at their fingertips.As the website exists now, however, I have offered a draft of my proposal to the undergraduate research program at UGA, which presents my plan for the final version of this website.

An Open Campus is a Bad Idea Essay -- public school

Wandering kids. Bumper to bumper traffic. Drug dealing. Is this the picture drawn when local students train fifty minutes of freedom during lunch to do whatever they please? Students should not be allowed to leave their school campus during lunch. An open campus would lead to truancy, disturb local businesses and neighborhoods, and cause crime.Truancy can occur among students if an open campus is accepted. If students have the privilege to leave school for fifty whole minutes on their own, then they have the freedom to not come back. It would break the trust mingled with students and educators, and harsher rules would have to be enforced on the open campus rule. Numerous students who decide to ditch the remaining periods would have an excessive amount of in-school absences. This could lead to parent conferences and suspension, and maybe expulsion in some cases. When a student misses or skips a class, the in formation taught that day would not be accessible in the same format which others have learned. One?s academic grades can be effected from lack of information by truancy. Irresponsible students who choose to take the risk of passing their school after lunch for the remainder of the day will not have this opportunity if an open campus is kept closed.Local businesses and neighborhoods can be unhappy if open campuses are permitted during the lunch hour. When groups of students are on their break, they can cause a commotion and be quite noisy among one a...

Kurt Vonnegut :: essays papers

Kurt Vonnegut Kurt Vonnegut is one of the greatest pacifist writers in the world, although criticized by many he still tries to get his message across to the public. Kurt Vonnegut has written many novels in his lifetime the most well known is Slaughterhouse Five, which tells of his experiences somewhat in World War Two. Throughout all his novels he seems to keep the same revenant Vonnegut theme is the evil that occurs when technology is allowed by man to run rampant. I am the enemy of all technological progress that threatens mankind.(Saturday Evening Post, May/June 86 pg. 38)Kurt Vonnegut was born on November 11th, in Indianapolis, Indiana. He was born into a family where the father was a respectable architect, but less than a year after his parents married couple came World War One. Prohibition ended the Lieber income from brewing and the Great Depression brought a halt to building and hence unemployment to to Vonneguts architect father. Looking put up on those years, Vo nnegut has said that the time of the Great Depression was not particularly hard for him.(American Writers, A Collection of Literary Biographies, Supplement 2,Part 2 pg 754) Kurt Vonnegut had his first compose experience a Shortridge Highschool in Indianapolis. He whence attended Cornell University where he majored in chemistry and biology. After being kicked out of Cornell he then Enlisted in the army. Soon after his enlistment his mother committed suicide and his father died roughly 13 years after. He had become a German prisoner of war in 1944 which was the inspration for his book Slaughterhouse Five. After returning home he began the start of many novels.Many things had affected his life such key items as the Great Depression, his parents dying when he was young, being captured in the war and the death of his 41 year old sister. This would lead him to fling how golf club would be in years to come. In his first novel Player Piano he makes fun of an electric company that sac rifices humanity for technology. This was set in years to come where scientists and other people of that field were attempting to have machines take over humans jobs. This is the start of many personal experiences that motivate him to either mock society or warn them if they are not careful. In using his own experiences he makes his points more realistic.