Tom and lily contrasted :: essays research papers

The Final   Ã‚  Ã‚  Ã‚  Ã‚  Everyone in a story is bound to be a dynamic character for it to become more interesting. Samuel, Lily, and Tom were all filling this role as dynamic characters in these two stories. This essay of the stories Searching for Summer and A Son from America will be analyzed. They will first be explained in how Tom and Lily went to a Ms. Hatchings house, and also will speak of why Samuel went to America. The essay will explain the reasons for coming back and what some of their worries were about. Then last in this essay there will be a part on the similarities of the endings.   Ã‚  Ã‚  Ã‚  Ã‚  In the story Searching for Summer there was a man named Tom and a lady named Lily. They got married and then after that they went to look for a bit of sunshine. They got married and went a little trip to find that sunshine. They drove their scooter to look for this sunshine but on the way it broke down. It so happens that this scooter broke down in a little town of Molesworth. A man named Mr. Nokes greeted them who you could say came off them as a little different. He was nice enough though to offer a room to them until their scooter got fixed in his little pub that he owned. Tom and Lily instead found this purse that this lady had left there by an accident and went on to ask Mr. Nokes where bouts they would be able to find the owner. After Mr. Nokes told them where they could find Ms. Hatching’s house they were off to return the purse to this lady. When Tom and Lily finally came to Ms. Hatchings house where they gave the purse back to her and then Ms. Hatc hings Son who was blind offered Tom and Lily to stay with them. Tom and Lily agreed to stay with the Hatchings and when Tom and Lily woke up the next morning they were amazed to see the sun shining high and bright.   Ã‚  Ã‚  Ã‚  Ã‚  In A Son from America Samuel went to America at suck a young age because he wanted to make himself a better life then his parents and he also wanted a better life for his parents. He didn’t want to have to go out in the sun every day and work for long days and only have enough to make it by he wanted more.

The Importance of Education

Probably no single movement so greatly affected colonial America as the Protestant Reformation. Most of the Europeans who came to America were Protestants, but there were many denominations. Lutherans from Germany and Scandinavia settled in the middle colonies along with Puritans and Presbyterians. The Reformation was centered upon efforts to capture the minds of men, therefore great emphasis was placed on the written word. Obviously schools were needed to promote the growth of each denomination. Luther†s doctrines made it necessary for boys and girls to learn to read the Scriptures. While the schools that the colonists established in the 17th century in the New England, southern and middle colonies differed from one another, each reflected a concept of schooling that had been left behind in Europe. Most poor children learned through apprenticeship and had no formal schooling at all. Those who did go to elementary school were taught reading, writing, arithmetic, and religion. Learning consisted of memorizing, which was stimulated by whipping. The first â€Å"basic textbook†, the New England Primer, was America†s own contribution to education(Pulliam, Van Patten 86). Used from 1609 until the beginning of the 19th century, its purpose was to teach both religion and reading. The child learning the letter a, for example, also learned that â€Å"In Adam†s fall, We sinned all. † As in Europe, then, schools in the colonies were strongly influenced by religion. This was particularly true of schools in the New England area, which had been settled by Puritans and other English religious dissenters. The school in colonial New England was not a pleasant place either, physically or psychologically. Great emphasis was placed on the shortness of life and the torments of hell. Like the Protestants of the Reformation, who established vernacular elementary schools in Germany in the 16th century, the Puritans sought to make education universal. They took the first steps toward government-supported universal education in the colonies. In 1647, Puritan Massachusetts passed a law requiring that every child be taught to read. [It being the chief object of that old deluder, Satan, to keep men from the knowledge of the scriptures,†¦ it is therefore ordered, that every township†¦ fter the Lord hath increased them to the number of fifty householders,†¦ shall†¦ appoint one within their town to teach all children as shall resort him to read and write. It is further ordered, that where any town shall increase to the number of one hundred families†¦ they shall set up a grammar school, the master thereof being able to instruct youth so far as they may be fitted for the university. Old Deluder Satan Act. -Massachusetts Laws of 1647(Pulliam, Van Patten 51)] Puritan or not, virtually all of the of the colonial schools had a clear-cut moral purposes. Skills and knowledge were considered important to the degree that they served religious ends and â€Å"trained† the mind(Gutmann 180). Early schools supplied the students with moral lessons, not just reading, writing and arithmetic. Obviously, the founders saw it necessary to apply these techniques, feeling that in was necessary that the students learn these particular values. As the spirit of science, commercialism, secularism, and individualism quickened in the Western world, education in the colonies was called upon to satisfy the practical needs of seamen, merchants, artisans, and frontiersmen. The effect of these new developments on the curriculum in American schools was more immediate and widespread than its effect in European schools. Practical content was soon in competition with religious concerns. Vocational education was more significant in the Middle colonies than elsewhere in colonial America. The academy that Benjamin Franklin helped found in 1751 was the first of a growing number of secondary schools that sprang up in competition with the Latin schools. Franklin†s academy continued to offer the humanist-religious curriculum, but it also brought education closer to the needs of everyday life. Teaching such courses as history, geography, merchant accounts, geometry, algebra. These subjects were more practical, seeing as how industry and business were driving forces in the creation of the United States, while religious classes could not support a family or pay the debts. By the 1880s the United States was absorbing several million immigrants a year, a human flood that created new problems for the common school. The question confronting educators was what to teach to educate and prepare them for the work force. Religion was still an important part of their lives but with so varied a population it was impossible to teach any one and families kept their members involved in the church and children learned about religion through Sunday school and by being active in church social gatherings. By the mid-19th century the diversification in the curriculum characterized virtually all American secondary education. America came into its own, educationally, with the movement toward state-supported, secular free schools for all children, which began with the common (elementary) school. Religious denominational or parochial schools remained common in the middle colonies until the country became independent, but such sectarian schools were weakened by the withdrawal of English financial support and by the separation of church and state. The revolutionary period saw academies, with their emphasis on practical subjects such as bookkeeping, navigation, and surveying, increase in popularity. After the common school had been accepted, people began to urge that higher education, too be tax supported(Gutmann 201). By the end of the century, such secondary schools had begun to outnumber the private academies. The original purpose of the American high school was to allow children to extend and enrich their common school education (Diane 56). Schools now needed to ready the students for college-an even higher form of education instead of preparing them to immediately enter the work force. America†s educational ladder was unique. Where public school systems existed in European countries such as France and Germany, they were dual systems. When a child of the lower and middle class finished his elementary schooling, he could go on to a vocational school. The upper-class child did not attend the elementary school and was instead tutored until the age of nine and could enter a secondary Latin school. The purpose of the Latin school was to prepare him for the university, from which he might well emerge as a potential leader of his country. With the independence of America came freedom of religion in the Bill of Rights. Freedom of Religion was included in the first amendment which prevented Congress from making any law respecting the establishment of religion or prohibiting religious practice. Some states had provisions for tax-supported religion, but were abolished by 1833. Although the long range effects of disestablishment and religious freedom were beneficial to public schools, the immediate result was to take away public funds that had been used to support church-related schools. Separation of church and state also contributed to the educational problems of today, such as the issue over prayer and bible readings in public schools. Nevertheless, sectarian control over public education was broken by the provision for religious freedom. The Industrial Revolution began in Europe and spread to America a few decades later. One effect of the change from an agricultural to an industrial economy was the demand for schools to train students for the workforce. Vocational and industrial education better supplied students with the knowledge to enter a career rather than religious studies. The vocational value of shop work was considered part of general education. The need for skilled workers and the desire for high school education for those not college bound caused the manual training to gain speed. Religion was the major subject in colonial schools, but with the separation of church and state, public schools could only teach non-sectarian religious principals. Still, the curriculum remained heavily influenced by religious writings, prayer, and Christian morality. Bible reading was considered nonsectarian in most communities. The fact that a Protestant bible was not acceptable to Catholics carried little weight, and Jews were also discriminated against in school prayers. Before the twentieth century, minority groups often chose not to make an issue of religion in the public schools. If Catholic, Jewish, or other minority religious groups were unable to support their own schools, they normally accepted the rules of the public schools even when the requirements contradicted their own beliefs. In recent times however, there have been a great number of court cases over the religious requirements or practices in public schools. Although a majority of the cases have decided against the inclusion of religious practices, a large number of Americans are of the opinion that schools are responsible for moral training of America†s youth. The questions arise over and over whether this is a valid requirement or responsibility of the educational system. How does one teach moral values and respect for teachers, students and the community without including the basic philosophy of religion and the worth of prayer. Religious liberals and non-believers have attacked beginning the school day with prayer. With the removal of the Pledge of Allegiance from the daily rite of school curriculum America had made a drastic statement to element any reference to any God, any religion and this sent a message to every household in America that receiving an education would not include any word or association with any God. However, our society will always have a multitude of beliefs and opinions on whether or not it is a responsibility of the educational system to teach respect, honor and morale standards to our children. What responsibilities do parents have to teach religion to their offspring? Do children need to know the beliefs of more than one religion, do children have a right to practice religion in school? A hundred questions could be asked regarding this subject and because we are such a diverse society I do not believe it would be possible to teach religion in school. Which is why I think it is better to live religion out of the schools as to not offend anyone of believing in another religion or does not believe in religion at all. Personally I believe that parents should have the responsibility of teaching children right from wrong. The reason why society is so bad isn†t the fault of the school system, but the lack of good upbringing by parents. The Importance of Education The importance of education has become apparent to many families across the globe. Entering a University has become progressively easier over the past decades. Even though the entrances have become easier, it doesn't mean that actually graduating college is any easier. Education is the essential part of every minor's life, if they aren't subject to a good education or they are but they fail to take advantage, they will most likely end up on the â€Å"losing end† of the race to make money once they graduate from either college or high school. As a whole, getting into a college and graduating provides the student with a â€Å"fast pass† in life. For example, if someone were to drop out of high school, they would most likely never get the spot that requires a college degree because they have to know what they are doing in order to actually complete the job. The college graduate on the other hand, could easily take the position of any person that has not completed college or especially high school. But thanks to the opportunity provided to the children in the United States, they have a chance at getting into college as long as they don't have bad grades or are students who often misbehave and acquire a large array of referrals. Children that do not behave and/or have bad grades have a much lower chance of actually getting into college, let alone actually graduating from it. Education is most likely the most important aspect of a child's life, whether they know it or not. An education not only provides students with the tools they need to survive a normal day in the life of a normal working adult, but it provides them with the knowledge to solve problems some have never seen and/or heard of. Even one of our founding fathers clearly understood the importance of an education. George Washington knew that an education was important, especially to a democracy because they need people to understand the issues, discuss them, and be able to solve them. Without an educated population, there could easily be criminals who could oversee the non-educated and use their knowledge to loop around laws and commit crimes easily considered some of the worst by today's standards. Due to this, it is clear that an education isn't only important to the individual and their lifetime income, but it is also very important to major departments of society and law. As a whole, Education gives us knowledge of the world around us. It develops in us a perspective of looking at life as well as helping us build opinions and POV's in our lives. Education helps us develop a world that could function and what is right and what is wrong. Considering the fact that in today's society everything is about business, the students who have studied the most and have the most desirable degrees become necessities to the companies recruiting them. No matter how important it may seem to someone, it is most likely the most important aspect of their life.

We Should View Terrorism By Alan Krueger And Jitka Maleckova

can thus be seen as two sides of the same coin: their organizational structure (or lack thereof), attackers, and victims may differ, but they retain several key similarities. Alan Krueger and Jitka Maleckova argue that we should view terrorism â€Å"less like property crime and more like a violent form of political engagement.† Hate crime should also be conceptualized in this manner. Unlike other forms of criminal activity where the offender’s motivation is often material gain, perpetrators of both terrorist attacks and hate crimes’ motivations are more nebulous -- the opportunity to express grievances and have an outlet for their anger, the desire to be part of a larger community, and ultimately to instill fear in the individuals that they are victimizing. Theoretical research on crime argues that crimes can be a form of â€Å"self-help,† in that individuals are expressing grievance â€Å"by unilateral aggression such as personal violence or property de struction.† In research on conflict more generally, there is evidence that groups who feel aggrieved are more likely to turn to violence. Both terrorism and hate crime may allow their perpetrators to feel like they are a part of something larger than themselves and have an outlet to express their grievances. The desire for group bonding extends beyond the attacks that literally take place within social groups or terrorist networks. For example, the Islamic State openly encourages so-called â€Å"lone wolf† attacks, which are carried out inShow MoreRelatedPoverty in Pakistan5457 Words   |  22 PagesPoverty and fundamentalism: After the 9/11 attacks, much of the political and media debate on terrorism has focused on prevention policies. The widespread view that poverty creates terrorism has dominated much of this debate (Kahn and Weiner, 2002). In other studies Miguel, Satyanath, and Sergenti (2004) stated that poverty and adverse economic conditions may play an important role explaining terrorism. After September 11, attack several prominent observers ranging from former Vice President AlRead MoreJihad and the World Essay2647 Words   |  11 Pagesunderstanding of Jihad that can be found in the Quran. First, the greater Jihad is the struggle of each individual against their personal struggles of self development and maintenance of their standard of personal belief and daily routine. Muslims should concentrate in their everyday life to elevate their virtues and avoid sin. Second, the lesser Jihad is the only form of warfare permissible under Islamic law, and may be declared against apostates, rebels, highway robbers, violent groups, non-Islamic

Certificado naturalización todas las dudas resueltas

El Certificado de naturalizacià ³n –conocido en inglà ©s como Certificate of Naturalization o por el nà ºmero N-550– es el documento que reciben los migrantes despuà ©s de jurar lealtad a los Estados Unidos al finalizar el proceso de adquisicià ³n de la ciudadanà ­a estadounidense mediante el trà ¡mite de la naturalizacià ³n. El certificado, tambià ©n conocido como Carta de naturalizacià ³n, debe revisarse con atencià ³n en ese momento. Si hubiera algà ºn error debe comunicarse a un oficial del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s). En ese momento podrà ¡ corregirse gratuitamente. Usos del Certificado de Naturalizacià ³n:  ¿se puede viajar con este documento? El papel fundamental del Certificado de Naturalizacià ³n es que sirve para acreditar que su titular ha dejado de ser un extranjero por las autoridades de los Estados Unidos y se ha convertido en ciudadano estadounidense de pleno derecho, con todos los derechos, libertades y obligaciones.   Precisamente, porque este Certificado acreditar la ciudadanà ­a estadounidense sirve, entre otros, para los siguientes trà ¡mites: Sacar el pasaporte estadounidense por primera vezCompletar el formulario   I-9 sobre derecho a trabajar Solicitar un Real I.D.Pedir la tarjeta de residencia a un familiar Respecto a este à ºltimo punto, cabe destacar que el formulario I-130, por el que se inicia el proceso de pedir los papeles a un familiar pide seà ±alar expresamente si se tiene un Certificado de naturalizacià ³n. En el caso de contestar afirmativamente, se debe consignar su nà ºmero y la fecha de emisià ³n, datos que se pueden encontrar en el propio documento.  ¿Viajar presentando el Certificado de Naturalizacià ³n como I.D.? La Administracià ³n de Seguridad en el Transporte (TSA, por sus siglas en inglà ©s) no lista al Certificado de Naturalizacià ³n entre los documentos que permiten embarcar un avià ³n para viajar domà ©sticamente dentro de EE.UU. Sin embargo, puede admitir excepciones y permitir volar cuando se puede establecer de algà ºn modo, a satisfaccià ³n de la TSA, la identidad del viajero. Por otro lado, los ciudadanos estadounidenses que viajan internacionalmente por avià ³n deben utilizar el pasaporte como à ºnico documento que les permite regresar a EE.UU. Por otro lado, en los viajes internacionales de regreso a EE.UU. por tierra o por mar con origen en Mà ©xico o Canadà ¡ los menores de 15 aà ±os pueden utilizar el Certificado de Naturalizacià ³n para ingresar al paà ­s. Lo mismo aplica a los muchachos entre 16 y 18 aà ±os de edad que han viajado en grupo escolar, religioso o cultural a Mà ©xico o Canadà ¡ bajo la supervisià ³n de un adulto y regresan por tierra o mar a EE.UU. Reemplazo del Certificado de naturalizacià ³n y cuà ¡nto cuesta Puede ser necesario solicitar el reemplazo del Certificado de naturalizacià ³n por diversas causas. Por ejemplo, el certificado ha sufrido daà ±os, se ha extraviado o, incluso, porque el titular cambia su nombre por matrimonio, divorcio o cambia de gà ©nero. En estos casos, se puede solicitar que el USCIS emita un nuevo certificado rellenando el formulario N-565, lo cual puede hacer online o en papel. Junto con el formulario deben adjuntarse dos fotografà ­as idà ©nticas tipo pasaporte, una copia del documento original, si està ¡ daà ±ado o cuando se solicita un cambio en el mismo y documentacià ³n que pruebe la razà ³n por la que se pide la nueva copia. Por ejemplo, si el Certificado de naturalizacià ³n fue robado, extraviado o deteriorado, una denuncia en la Policà ­a o una declaracià ³n jurada que asà ­ lo afirme. Si se solicita un cambio de nombre, gà ©nero o correccià ³n de un error tipogrà ¡fico, debe enviarse el documento que lo prueba. Debe traducirse al inglà ©s cualquier documento en otro idioma y certificar dicha traduccià ³n mediante una carta. La tarifa actual de costo de reemplazo del Certificado de Naturalizacià ³n es de $555 por la gestià ³n. Si se està ¡ pasando por una à ©poca de dificultades econà ³micas, podrà ­a ser posible, si se cumplen los requisitos, aplicar para no tener que pagar estar tarifa a USCIS. El USCIS entregarà ¡ el nuevo certificado al titular del mismo en persona, a su representante legal o utilizarà ¡ correo certificado o registrado para la entrega. A diferencia del Certificado de Naturalizacià ³n original que tà ©cnicamente recibe el nombre de N-550, el certificado reemplazado recibe el de N-570. Copia certificada o autenticada del Certificado de naturalizacià ³n La embajada o consulados del paà ­s original del migrante que se convierte en ciudadano estadounidense por naturalizacià ³n puede requerir una copia certificada del Certificado de naturalizacià ³n para hacer constar la doble nacionalidad. En estos casos, la copia, que se conoce en inglà ©s como Certified True Copy, puede obtenerse de dos maneras. Solicitar a USCIS una copia certificada El primer paso es cerrar una cita con la oficina local de USCIS. Para ello, se debe utilizar el servicio online de InfoPass. El dà ­a de la cita, presentarse con el Certificado de naturalizacià ³n original, una fotocopia del mismo y un documento de identificacià ³n como, por ejemplo, el pasaporte americano o la licencia de manejar del estado en el que se reside. El oficial de USCIS verificarà ¡ la documentacià ³n y entregarà ¡ el original y la Certified True Copy del mismo. Solicitar una copia autenticada o apostillada al Departamento de Estado El Departamento de Estado puede emitir una copia con la Apostilla de la Haya del Certificado de Naturalizacià ³n o una copia autenticada, en este à ºltimo caso para utilizar en los paà ­ses que no son miembros de la Convencià ³n de la Hay de 1961. Para ello dirigirse a la oficina de Autenticacià ³n del Departamento de Estado. La direccià ³n es: United States Department of State, Office of Authentications1150 Passport Services Place, 1st FloorDulles, VA 20189-1150 O marcar al telà ©fono 202-647-4000, Opcià ³n 3 o 202-485-8000 El formulario para solicitar la certificacià ³n o apostilla es el DS-4194. El costo es de $8 por documento. Diferencia entre Certificado de naturalizacià ³n y Certificado de ciudadanà ­a El Certificado o carta de naturalizacià ³n es el documento que se entrega a los migrantes que completan el proceso de naturalizacià ³n y adquieren asà ­ la ciudadanà ­a estadounidense. El certificado de ciudadanà ­a, por otra parte, es el documento que prueba la ciudadanà ­a estadounidense de aquellas personas que adquirieron la nacionalidad de EE.UU. a travà ©s de su padre o de su madre. Ambos documentos sirven para acreditar la ciudadanà ­a, pero demuestran distintas formas de adquisicià ³n de la misma. Tips sobre el Certificado de naturalizacià ³n En la actualidad, este documento cuenta con importantes medidas de seguridad que dificultan su falsificacià ³n. Por ejemplo, la foto del nuevo ciudadano aparece digitalizada, la firma forma parte intrà ­nseca del certificado y la tinta con la que se imprime cambia de color. Siguen siendo và ¡lidos los Certificados de naturalizacià ³n que carecen de esas caracterà ­sticas, por haberse emitido con anterioridad a 2010. Con carà ¡cter general es ilegal fotocopiar el Certificado de naturalizacià ³n. Sin embargo, puede y debe hacerse cuando USCIS u otra oficina del gobierno es quien solicita una copia. Por ejemplo, cuando el nuevo ciudadano solicita una visa para su prometido o novia, o cuando pide una green card para un familiar. Aà ºn en estos casos, algunos abogados recomiendan que la fotocopia se realice en blanco y negro y que en la parte blanca del margen se anote This is a copy for USCIS purposes. Ademà ¡s, en algunas ceremonias de naturalizacià ³n, los agentes del USCIS seà ±alan que el certificado sà ­ se puede fotocopiar pero sà ³lo en blanco y negro y sà ³lo para que su titular lo guarde y tener una copia si el original se pierde. Ademà ¡s, procurar  no doblar el certificado. Con el paso del tiempo podrà ­a hacer que partes del documento se hagan difà ­ciles de leer. Tampoco se debe enmarcar. Las oficinas del gobierno sà ³lo lo pueden aceptar como documento si no està ¡ enmarcado. Es necesario poder tocar el certificado. Si tiene que ir a la Embajada o al consulado de su paà ­s de nacimiento para registrar la ciudadanà ­a estadounidense, no permitir  que marquen, grapen o escriban en el certificado. Si lo hacen, el certificado se considera daà ±ado y hay que pedir su reemplazo. Puntos clave: Certificado de naturalizacià ³n El Certificado de Naturalizacià ³n se entrega a los migrantes que completan el proceso de adquisicià ³n de la ciudadanà ­a estadounidense por naturalizacià ³n.Acredita la ciudadanà ­a estadounidenseNo debe confundirse con el Certificado de ciudadanà ­aPuede solicitarse su reemplazo por extravà ­o, deterioro, error o cambio de nombre o gà ©nero.Copia certificada (Certified True Copy): puede solicitarse a USCIS Copia autenticada o la Apostilla de la Haya: solicitarla al Departamento de Estado. Este es un artà ­culo informativo. No es asesorà ­a legal.

Theories Of Primary Language Acquisition - 2337 Words

Two theories of primary language acquisition emerged from 1950s psychological research: B.F. Skinner’s behaviorist theory and Noam Chomsky’s biological theory of language development. Primary language acquisition addresses specifically the way in which an infant’s native language is beginning to form, starting at birth. Primary language acquisition continues to develop throughout the rest of childhood within the critical period. Skinner argued that children acquire and develop language based purely on the behaviorist theory, which states behaviors are developed and focused around conditioning. If a certain behavior produces a positive outcome, the individual is more likely to repeat that behavior. However, if a certain behavior produces a negative outcome, the individual is less likely to repeat that specific behavior. Conditioning, whether classical or operant, was the sole basis on which children acquired language. In his Verbal Behavior, Skinner gives the following example: â€Å"Out! Has the same ultimate effect as turning the knob and pushing against the door. The explanation of both behaviors is the same.† (Skinner, 1949, p. 35) In this form of operant conditioning, â€Å"Each response is acquired and continues to be maintained in strength because it is frequently followed by an appropriate consequence.† (Skinner, 1949, p. 35) Because â€Å"Out!† is followed by the â€Å"appropria te consequence,† i.e., successfully opening and leaving through the door, the behavior is likely to beShow MoreRelatedInnateness of Children’s Language Acquisition1371 Words   |  6 PagesThe subtlety of language acquisition has been the most fundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho Theory, major theories on the origins and learnability of language have emerged in mid-20th century and heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the theory from 1950s to 1970sRead MoreThe subtlety of language acquisition has been the most fundamental question in the study of1500 Words   |  6 PagesThe subtlety of language acquisition has been the most fundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho T heory, the major theories on language origins and learnability emerged at mid-20th century and has been heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the t heory from 1950sRead MoreDiversity And Cultural Issues Of Tesol Education1545 Words   |  7 Pagesstrategies, and approaches for engaging English language learners were examined. Students all over the world learn English for a variety of reasons. Some students must study English as a requirement. Other students may wish to travel, study abroad, or work in the global marketplace where knowledge of the English language is seen as a prerequisite for success. Still other students have migrated to communities where English is spoken as the primary language. A school’s curriculum may be taught exclusivelyRead MoreInterpersonal Communication Skills And Cognitive Academic Language Proficiency1608 Words   |  7 PagesDescribe basic interpersonal communication skills and cognitive academic language proficiency from your own understanding (1’). †¢ Interpersonal communication skills, for me is the ability to speak to one another in a form that will allow us to exchange ideas, thoughts, information and emotions. If I had to explain this form of communication in one word I would say â€Å" Chat† this is because in a chat you are to swap and discuss a topic that is either important to you or the listener, or about somethingRead MoreSociocultural Theory And Second Language Learning902 Words   |  4 PagesSociocultural Theory and Second Language Learning â€Å"Language is the most pervasive and powerful cultural artefact that humans possess to mediate their connection to the world, to each other, and to themselves† [Lantolf Thorne 2006:201]. The idea of mediation inherent in this notion of the language is a fundamental element of Sociocultural Theory [SCT], one of the most influential approach to learning and mental development since 1990s’, drawing on its origin from the work of soviet psychologistRead MoreThe Identity Of Saudi Arabia900 Words   |  4 Pages2013). Seeing the language as social practice, we consider its influenced and influencing on our identity. Moreover, in language learning and/or acquisition, identity is subject to change and struggle. For a first look, Saudi Arabia lacks the diversity in concern of languages that other countries have, such as the United States and Canada. However, this monolingual situation is deceivable. Hence, there is a language diversity that need to be addressed and discussed. Mehri language is one of the familyRead MoreChild‚Äà ¬Adult Differences in Second-Language Phonological Learning: the Role of Cross-Language Similarity1188 Words   |  5 PagesDifferences in Second-Language Phonological Learning: The Role of Cross-Language Similarity† examines an explanation of why it is easier for children than adults to acquire a second language other than the concept that a person has critical neurological periods where he is more able to assimilate a language. The idea examined is called â€Å"Interaction Hypothesis† (IH.) This concept is that a person’s first and second languages interact with each other. As an individual ages, his first language becomes a strongerRead MoreCritically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition980 Words   |  4 PagesCritically evaluate Gardner and Lambert’s theory of instrumental and in tegrative motivation as a key influencing factor in Second Language Acquisition During the process of studying second language, Gardner and Lambert’s theory about instrumental and integrative motivation has a significant impact on different learners. As Falk (2000; cited in Norris-Holt, 2001) states that if learners aim to develop relationship with foreign friends or comprehend lyrics in popular song, which means that theseRead MoreHow Do Humans Acquire Language?1332 Words   |  6 PagesDo Humans Acquire Language? Humans live in a world full of communication. Humans possess a native language that separates them from other animals. Language is developed within the first few years of a person s life. By the time one is a child; he can speak and understand almost as well as an adult. Children world-wide exhibit similar patterns of language acquisition even though they may be learning different languages. How humans learn even the most complicated languages has perplexed theRead MoreEssay about How Do Humans Acquire Language?1294 Words   |  6 PagesAcquire Language? nbsp;nbsp;nbsp;nbsp;nbsp;Humans live in a world full of communication. Humans possess a native language that separates them from other animals. Language is developed within the first few years of a person’s life. By the time one is a child; he can speak and understand almost as well as an adult. Children world-wide exhibit similar patterns of language acquisition even though they may be learning different languages. How humans learn even the most complicated languages has perplexed

I Am Attracted to the Graduate Program in Genetics Essay Example For Students

I Am Attracted to the Graduate Program in Genetics Essay Graduate Admissions Essays I Am Attracted to the Graduate Program in Genetics Essay Excited by the idea of becoming a scientist since I was a small child, my interests in pursuing graduate studies intensified during my undergraduate education and my research experience. Rather than discouraging me with the tremendous amount of work and demands for creativity, my college years motivated me to earn a Ph.D. and to continue pursuing a career as a research scientist. Although my exact research goals have yet to be refined, my interests include studying the genetic basis of disease and the genetic mechanisms that govern various cellular processes, such as the cell cycle, apoptosis, and tumor formation. Although I entered college without a clear research direction, the Biotechnology Program at Rochester Institute of Technology helped develop my interest in the field of Genetics. I found much of my laboratory training at RIT to be extremely rewarding. For example, one experience that early on convinced me to seriously consider genetics was a project involving the construction and characterization of a recombinant plasmid. Since I worked independently for the most part, the project played a key role in increasing my confidence and helping me to understand various concepts pertaining to genetic analysis. It was this experience that motivated me to seek a position as a teacher s assistant for a course in Microbial and Viral Genetics. As a TA, I learned how demanding the teaching situation is and how much teaching a course can contribute to my own learning. By this time, after discovering my passion for research and the joy of teaching, I began to seriously contemplate graduate schools. To excel in graduate school, I decided I would not limit my experience to my formal education at RIT. Instead, I wanted the opportunity to explore my career options to make a well-informed decision as to the area of my future research. With these goals in mind, I chose to take advantage of RIT s Cooperative Education Program, which meant earning my Bachelor s degree in five years instead of four. In December of 1997,Astra Arcus USA Pharmaceuticals hired me as a research assistant in the Electrophysiology department. At Astra, I learned research techniques not taught by RIT. For the past year, I have been working with a subset of neuronal glutamate receptors via voltage clamping on Xenopus oocytes. The research of our lab is geared toward the study of central nervous system diseases. Working with Astra and earning an education in biotechnology from RIT sparked my interest in learning more about the genetic basis of disease. On a personal level, I ve gained quite a bit from my cooperative experience. Confident in my ability to adapt to new environments and learn techniques that I have never encountered, I have also learned a great deal about the nature of private-sector research and the lifestyle of the researchers. Familiar with the amount of dedication and hard work essential to project advancement, I am more focused on my goal of becoming an excellent researcher than I ever have been. No stranger to the frustration and disappointment inherent in research work, I am spurred on by the thrill of discovery. I find a great deal of enjoyment working in research and plan to stay at Astra through the summer of 2005. I feel that my course work as a Biotechnology major at RIT and my research experience at Astra have adequately prepared me for graduate study. Eager to continue my education and improve upon my weaknesses, I am particularly interested in becoming more familiar with emerging technologies relating to genetics and in gaining more exposure in working with eukaryotic genomes. Most importantly, I want to gain the knowledge and skills necessary to design and perform research according to my interests in genetics and disease. .u47d79c1c63af9afcf0951fccb50dd742 , .u47d79c1c63af9afcf0951fccb50dd742 .postImageUrl , .u47d79c1c63af9afcf0951fccb50dd742 .centered-text-area { min-height: 80px; position: relative; } .u47d79c1c63af9afcf0951fccb50dd742 , .u47d79c1c63af9afcf0951fccb50dd742:hover , .u47d79c1c63af9afcf0951fccb50dd742:visited , .u47d79c1c63af9afcf0951fccb50dd742:active { border:0!important; } .u47d79c1c63af9afcf0951fccb50dd742 .clearfix:after { content: ""; display: table; clear: both; } .u47d79c1c63af9afcf0951fccb50dd742 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u47d79c1c63af9afcf0951fccb50dd742:active , .u47d79c1c63af9afcf0951fccb50dd742:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u47d79c1c63af9afcf0951fccb50dd742 .centered-text-area { width: 100%; position: relative ; } .u47d79c1c63af9afcf0951fccb50dd742 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u47d79c1c63af9afcf0951fccb50dd742 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u47d79c1c63af9afcf0951fccb50dd742 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u47d79c1c63af9afcf0951fccb50dd742:hover .ctaButton { background-color: #34495E!important; } .u47d79c1c63af9afcf0951fccb50dd742 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u47d79c1c63af9afcf0951fccb50dd742 .u47d79c1c63af9afcf0951fccb50dd742-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u47d79c1c63af9afcf0951fccb50dd742:after { content: ""; display: block; clear: both; } READ: The Political Supreme Court EssayWith these broad interests and specific goals, I am very attracted to the Graduate Program in Genetics at Duke University. With great flexibility in choosing a degree, the program would suit me well. At Duke, I would welcome the opportunity to explore my interests in Cell Biology, Neurobiology, Pharmacology, and Cancer Biology. .

Medieval Music Essays - Medieval Music, Chants, Catholic Music

Medieval Music Music of the Middle Ages made great advancements through the centuries, which many are still evident today. The Christian Church effected the development of music greatly during the middle ages. The first major type of music of this time was chanting. ?The early Christians inherited the Jewish chants of synagogues.?(Bishop-324) Chants didn't have constant rhythm, every note was about the same length. They had only one melody ,usually in the major key of C. All the singers sang the same notes together, this is called monophonic. Chants became an significant part of the church service, they were sung throughout the mass. These first chants were just sung by the congregation, later on choirs took over. ?Roman Chant became known as Gregorian chant after Pope Gregory I, the great, who may have composed some of the melodies and who actively encouraged an orderly, ritualized use of music by the church.?(MS Encarta-1) He also supported the schola cantorum, a singing school, to teach boys how to chant. During the ninth century many musicians began to use more than unaccompanied melody. A new type of chant was formed called organom. Organum was two octaves of chanting simultaneously. ?Organum was important to the history of music, because it was the first step toward the development of the musical texture known as polyphony (multipart music) the extensive use of which is the most distinctive feature of Western music.? (MS Encarta-1) Around the twelfth century Organum was mostly being developed in France, but the English did have their own version called gymel. If musicians were to chant many pitches at the same time, they needed a more accurate musical notation. Before this, the notation being used wasn't precise at all. ?Music notation was originally merely a set of small marks, a sort of short hand, written above the words to indicate the rise and fall of the voice and changes in emphasis, without specifying the duration of the notes or the exact pitch.?(Bishop-325) The new way of writing musical notes was black squares and diamonds attached to little poles on a staff of four or five lines, very similar to how we write music today. Music, during the fourteenth century, made great changes in style. ?The new style was called ars nova (Latin, ?new art?) by one of it's leading composers, the French prelate Philippe de Vitry. The resulting music was more complex than any previously written, reflecting a new spirit in Europe that emphasized human resourcefulness and ingenuity.?(MS Encarta-2) De Vitry also invented the earliest version of the time signature, making it easier to play and write more complicated patterns. Ars nova composers began to repeat the same patterns of either one or more voice parts, usually from Gregorian chant, throughout the piece. Over that they would put other melodies making it polyphonic. ?Nonreligious, or secular, music was composed by wandering poets who sang of chivalry and courtly love in the twelfth and thirteenth centuries.?(Comptons-1) Some of these musicians made a living of singing, others did it for the enjoyment. These singers, Troubadours and Goliards, didn't have a wide range of singing styles. Over 2,000 of these songs have been written and saved in old documents made after the twelfth century though. ?The musician of the early Middle Ages seems usually to have been minstrel either resident in a large establishment or traveling from establishment to another, singing the lays and sagas to his own accompaniment.?(Montagu-19) Musicians were needed to support other types of entertainment as well. Acrobats would perform to music, just like jugglers, and dancing bears. Poor workers didn't have much to do for entertainment except for music. They would tell stories to music or have people sing while they danced. They probably sang while working together too, like a type of sea chantey. Even though they were enjoyed by many people, musicians were still considered a very low class. Many of the first instruments of the early Middle Ages were taken from the earlier Roman Empire, or from other cultures around the world. One string instrument used a lot was the lyre. ?It is possible that the lyre was carried into northern Europe from Constantinople during the late Roman Empire, for many of the Byzantime armies, especially the Imperial Bodyguard, were recruited from the northern peoples.?(Montagu-13) During the early medieval times it was played by plucking the strings with a plectrum or fingers,. Later in the tenth century bows became more popular and the lyre was also played with one. The