Ready For New Achievements Essay Example for Free

Ready For New Achievements Essay To begin with, through all the writing assignments that I have written so far, I have showed to have the capacity to come out with good ideas. Thinking about possible reasons of the problem, consequences or even solutions to the topic, are all very important as the first step to begin. For instance, while writing assignment number two, I started with questions to make us think how armed guards may not be prepared to work with children, and I listed detailed examples on how its consequences can affect the kids’ welfare. In doing so, it can make the readers think profoundly, and realize that there is more to worry about over its negative consequences. In other words, deeply comprehending the topic helps to increase my and the readers’ critical thinking and develop better viewpoints and conclusions. Having good concepts, motivated me to write well-developed writings. At the same time, profound thoughts lead me to overthink about the topic and make me spend more time on my writings. Having a lot of ideas to write about are sometimes not necessary. An example of this situation is my â€Å"Kids With Better Futures† midterm writing assignment. Since this was an in class paper, I had to come out with strong and good ideas quicker than usual, but I tend to write some run-on sentences. Moreover, I couldn’t show all the ideas I had in that specific moment; because of the time I spent thinking about my main ideas. For example, I could also have written about my own experience as a child and how my parents have been a huge influence in my academic life, or how my environment and life style might affect the way â€Å"The Western† and â€Å"Chinese† parenting styles work. Lacking several ideas made me feel that I did not completely show my thoughts or even feelings about the topic, which I think is one of my biggest weaknesses. Nevertheless, this 263 ESL class has helped me to learn how I can organize my ideas in each paragraph and create good topic sentences. For instance, at the beginning of the course I did not know the correct order in which I had to write out my main ideas. I used to just write what I had in my mind, without taking into account that I was missing the organization of each paragraph, starting from the main idea, the controlling idea, paraphrase, and examples in the conclusion. As a result, my first writing assignment did not turn out that strong. But now, I know how to properly and correctly construct my paragraphs, and how to focus on each paragraph’s structure to make them look precise and clear. I took advantage of this class, learned as much as possible and I am completely prepared for the following levels.

Vogue: Across Cultures | Analysis

Vogue: Across Cultures | Analysis ABSTRACT The popularity of fashion magazines over the past few decades has risen to new heights. Fashion magazines being the Bible that many young women and men live by, it is highly important to understand the role these magazines play in different societies and cultures. The researchers of marketing, consumer behaviour, trend analysis and trend forecasting consider culture or the differences and similarities in them to be an â€Å"obvious given†. Culture is most often seen as something that stands in the way of complete globalisation. Theory suggests that differences in target groups and marketing segments can be easily overcome through explicit research. While agreeing to the general thought that culture should be ‘respected and ‘treated seriously, the major driving force of marketing and consumer studies is most often, completely, how to overcome and ‘manage culture (Roothart, H. and W.van der Pol, 2002) There has been some research done on the representation of w omen and feminist ideas in the west but an extensive research needs to be done on the representation of women, men, society and culture through media in an Asian context. Over the past few years the Asian countries have changed their public policies surrounding media its ownership and contents. Taking advantage of this opportunity many international magazines like Elle, Vogue and Cosmopolitan have launched their local versions in these countries. These local versions have continuously faced accusations and criticism from society be it racism, discrimination or nudity, although their international versions have been highly appreciated, thus indicating that cultural differences need to be explored for the successful launch of any brand. For this paper the similarities and differences within different cultures would be determined using the covers of a common brand of magazine VOGUE across cultures. This comparison would also help to determine whether culture and/or society play any role in the successful placement of a magazine and whether Vogue has managed to maintain its brand personality by going local. Chasing a Dream INTRODUCTION Beauty is not concrete and may vary from culture to culture changing over time and shift according to location. The concept of beauty is an image which has been created by society to which woman and men have had to subject themselves to be â€Å"real†. History confirms that the ideology of beauty or what is accepted as being the right appearance has been created by society and largely propagated by media. For United States of the 1950s Marilyn Monroe was the pinnacle of beauty which soon changed to Twiggy in the 1960s. While porcelain skin is valued in China, scarification of the skin and decorating it with tattoos is considered as a status symbol in Africa and other parts. Thus the physical attributes and ideas attached to beauty vary across cultures. â€Å"Womens magazine industry is understood as a monolithic meaning producer, circulating magazines that contain messages and signs about the nature of femininity that serve to promote and legitimate dominant interests.† (Anna Gough- Yates) They have been a great source to study the changes in society. Moving from the purely fashion magazine to lifestyle and home to ‘do it yourself and ‘New woman to ‘woman can work too magazines have always reflected revolutions in society and influenced the opinion of women across nations. Given the increase in trade to Asia and the spread of the beauty industry across nations, it is disappointing that there has hardly been any study on how people are depicted internationally in the fashion magazines. Previous research has established that womans magazines can act as agents of socialising, publicizing certain gender stereotypes and certain beauty ideals like size zero and institutionalizing conventions like photographic poses. (Rudman and Verdi, 1993; Griffin, Viswanath, Schwartz, 1994). Yet hardly any research has been done on the differences in representation of women internationally and locally. GLOBAL MEDIA Over the past few decades there has been a rapid expansion of the global media in the area of womans fashion magazines. Local editions of Elle, Harpers Bazzar and Vogue are now being published in Asia. â€Å"Theory holds that increase trade and improved communication are bringing about a mix of cultures and global unity† (Giddens, 1990, Thompson, 1997). The internationalization of a magazine is not a new phenomenon although until quite recently the most popular womans magazines have been published locally. Harpers Bazaar, a U.S magazine launched itself in U.K. in 1929 (Anna Gough-Yates, 1993), Elle a European magazine began publishing its first edition in Japan in 1960s while Vogue a U.S magazine entered the Indian market in the 21st century. However â€Å"the establishment of an integrated global media market only began in earnest in the late 1980s and did not reach its full potential until the 1990s.† (Herman and Mc Chesney ,1997, p10) According to a PricewaterhouseCoopers the Asia/Pacific magazine market excluding Japan is projected to grow by 7.2% annually, reaching $20.7 billion by 2010, Advertising is also expected to rise by 5% annually to $8.1 billion in 2010. This means theres plenty of potential for countries in South Asia, where advertising spending is just about 0.34% of GDP. Until now foreign brands were allowed only 26% ownership when venturing into Asian countries. But in 2005 most of the Asian countries levelled the field for non news publications allowing 100% foreign direct investment. (D. Ruth, 2007, Forbes) Like all the other global media, magazines use many different strategies to cross borders. But the main reasons for doing so are ‘saturation of home markets and to generate revenue by providing international consumer brands with advertising vehicles that reach into the expanding foreign markets'(Dr. Katherine Frith, 2006,pg4-5). With Condà © Nast having to close down Mademoiselle in November 2001 due to competition and flagging sales, markets with rising economic rates like Asia and Middle East have now become a target for westerns producers of beauty and fashion magazines. HISTORY A study of fashion and magazine covers over the past 100 years gives us a clear picture of the extent of change media can bring about. From the corsets and 16 inch waists to jersey fabrics to bikinis the amount of womans liberation brought about along with the growth of womans beauty and fashion magazines is pretty evident. Magazine publishing surfaced much before the 19th century but up till than due to limited resources and technology publishers did not need illustrated or photographed front covers to sell a magazine. By the end of the century development in technology meant that every publisher could now make use of cover illustrations. The 20s and 30s saw two or more people on the front covers. Red lips, cigarettes, dapper looking men and understated elegance came into fashion. During the second world war men disappeared from the cover pages just as they disappeared from everyday lives of woman. Magazines became womens true friends and the government used them to communicate with the home front. Silk fell from grace and hosiery became scarce. The cover girl emerged, women were pictured wearing aprons holding sheaf of corn. With the end of the world war magazine publishers stuck to a fixed formula of selling magazines by using colour and arresting cover lines. Christian Dior made a splash and womans liberation began. The 1960s saw a revolution of self expression, music and ‘models who became as famous as movie stars. This was the start of a new era for women. The cover of Harpers Bazaar (1965) with the model Jean Shrimpton wearing a Day-Glo bright pink space helmet and the acid green brand emblem at the top is often seen as an emblem of the 60s. Jerseys, pullovers long hair for men and woman were the characteristics of the 70s. Photographs more than an illustration was often seen as the cover pages while cover lines became bigger, brighter and bolder. The 1980s was the decade of Madonna and Michael Jackson with shoulder pads and workout wear which dominating the fashion scene. ( Publication: Vogue Country: United Kingdom Date: 15 April 1980) This ended individualism in the 1990s with Grunge, Goth and a sense of anti style with tattooing and body art becoming in vogue. (Publication: Phase Country: United Kingdom, Date: May 1994) In the 20th century the key to selling magazines was the use of celebrity faces and anorexic models with porcelain skin. Diet plans and Make up tips more than ‘†how to catch a guy and keep him† cover lines make the magazine move. Environment friendly clothes and cosmetics modelled by Julia Roberts and Leonardo di Caprio were the latest trends. (Publication:ElleCountry:Spain Date: August 2002) Until the 90s, Asian society and fashion has been very traditional with local influences. In 1990 fashion icon Princes Diana wore a Salwar kameez and Asian fashion became a noticeable global trend. The 1990s also saw the rise of the â€Å"Asian -chic†. International pop icons like Janet Jackson promoted the Asian look and gave it an International stage. â€Å"As Asian economies flourished, than crashed and began to recover, Asians of different class, ethnicities and gender faced the decision of whether they should wear Western or Asian clothing.†(L. Ann Marie, J. Carla, 2003). The growth of international magazines in Asia and promotion of the Western beauty ideals confused already puzzled nations, drastically affecting the self esteem of many young men and woman. A lot has been recorded about the fashion influences, cultural changes and media in the West however there is hardly any record of such changes in the East. Study has proven that there is great difference between the local and international versions of the magazines but there is no record of the influences and effects on society due to these differences. MAGAZINES TODAY The difference between international magazines and their ‘local versions is that the international issues tend to carry a predominance of images for multinational products. (Shaw, 1999). Such magazines are growing in popularity in Asia and this popularity has bought about a change in perspective regarding the depiction of woman and products in local magazines. Griffin, Viswanath, and Schwartz(1994) found in a study comparing images in weekly U.S. news magazines (Time and Life) to weekly Indian magazines (India Today and Illustrated weekly of India), that many of the western advertising principles and poses for women were being conveyed across nations. They confirmed that female models in India were taking on poses that related closely to ‘gender portrayals ‘of the advanced western nations. A recent analysis of magazines international and local in China by Frith, Cheng and Shaw (2004) suggests that Caucasian models are more frequently shown in seductive dresses than Asian models. Feminist critiques like Kates, Shaw and Garlock (1999) would argue that western magazines are cultural institutions that represent women in a problematic and often unacceptable way although attractive female bodies and sexual content have for long been used in the west to attract consumers to a product and generate interest. Comparing this to the representation of woman across cultures with reference to the few studies conducted on the topic; Griffin, Viswanath and Schwartz (1994) concluded that the use of â€Å"Sexual pursuit† as a theme was used three times more often in U.S. magazines than in Indian magazines. In conservative Asian countries like Malaysia and Indonesia only Caucasian women were used in Lingerie advertisements (Frith and Mueller, 2003). Any magazine wanting to be resonant with its target audience needs to represent the social norms and cultural values of the given society. International magazines like Vogue and Elle although have publishing houses in Asian countries most often train their employees in the west. The result being that the forms of representation and especially that of woman can take on a globalized look. As Kyung-Ja Lee,(2000, pg 86) has rightly said â€Å" for thirty years, media have been taken to task for reproducing and reinforcing stereotyped images of woman. Yet unfair representation of woman in media still prevails worldwide. Sex stereotyping has been so deeply ingrained, even glorified, that the woman themselves have become desensitised to their own inferior portrayal. The prospects appear even gloomier as the globalisation of media progresses† Previous researchers have noted that the images of models used in magazines have been extensively retouched to represent the ideal of beauty that is unattainable for all but a very few people.(Greer,1999; Gauntlett, 2002). By showing models that are ‘uniformly thin, flawless and perfectly proportioned the media may contribute towards low self esteem and unhappiness among woman and give rise to problems like eating disorders. In fact media is a large contributor to the global increase in plastic surgery to change physical appearance among young girls. Finally as global media takes readers away from local publications it is important to study the impact of international beauty ideal on local consumers. With most models used in international magazines being ‘white the publications are rarefying the ethnic beauty ideals. In fact the obsession with whitening products may be a result of this overuse of White models in Asian publications. For the Caucasian women the body may represent beauty while for the Asian woman it might be the face. For some Asian countries beauty is the simplicity in a ‘sari clad woman while in some parts of Africa its a tattoo adorned naked female. To better understand how beauty and women have been represented internationally as compared to locally and their differences based on society and culture I have considered 3 issue of Vogue magazine across cultures (U.S, India and China) for the period of 6 months from February 2009 to June 2009. The unit of analysis was restricted to the cover pages, containing at least one model. Looking at Vogue magazine over the last twenty years we can easily conclude that the magazines expansion strategy has been very aggressive. Condà © Nast which has a portfolio of 127 magazines in 23 countries believes Vogue to be its cash cow. At present there are a million fashion and beauty magazines such as In Style, Elle and Cosmopolitan circulated around the globe, but in times of crises citizens all over turn to Vogue to confirm the latest fashion news. With readership and subscription levels of about 220,000 a month for the British Vogues, 133,000 a month for the French Vogue and American Vogue, at 1.2 million a month Vogue is the leading magazine in the business of fashion. The Greek, Indian and Chinese Vogues not being as influential are important only to their local countries. The French and Italian Vogue cater to the edgier end of the market while American and British Vogue embrace fashion in the broader sense owing to their larger readership. (A. Lisa, 2009, Times online)

Vocabulary Learning Strategies

Vocabulary Learning Strategies Related researches in China In China, researches on students learning styles have attracted a lot of researchers to this area. The most impressive researches are conducted by Wang Churning (1988) and Hu Xiaoqiong (1997). Employing Reids Perceptual Learning Style Preference Questionnaire (PLSP), Wang Churning (1988) conducted a large scale research in Guangdong University of Foreign Studies. The participants were 490 English major students from freshmen to senior students. Four conclusions were made from his findings: firstly, individual difference of learning styles did exist among English major students. The most favored style was tactile learning style and group learning style the least favored; secondly, the length of learning time could affect students learning styles and students from different grades had the tendency of presenting different learning style preference; thirdly, there were great similarities of learning styles shown by male and female students; finally, learning styles were related to the le arning achievements and visual learning style was always preferred by students who possessed low English proficiency of listening and reading. Hu Xiaoqiong (1997) also employed Reids Perceptual Learning Style Preference Questionnaire (PLSP), with some modifications, to conduct research on 236 students of English major, from freshmen to juniors. His findings further proved Wangs research finding that students preferred tactile learning style most during their learning process. Apart from this, he also stated that students of English major preferred multi-dimensional learning styles instead of a single one. Adopting Keef and Monk Learning Style Profile, Yu Xinle (1997) tested 149 students of English majors from three universities in Beijing. According to his findings, no correlation could be found between learning style preference and gender difference, and no significant learning style preference existed between male and female students. However, sequential learning styles and memory learning styles had significant correlation with English learning achievements. From the researches mentioned above, it could be concluded that researches on learning styles are relatively few and almost all the researches are conducted among English major students, and researches on perceptual learning styles of non-English major students are greatly lacking. Therefore, further researches of perceptual learning styles are extremely needed to be conducted and explored in great detail to non-English major students for their learning style preference. Chapter 3 Literature review on learning strategies The importance of learning strategy as the key variable to influence individual learning difference in the acquisition of second language area is a topic that has drawn the attention of researchers worldwide. The following view of literature will present a brief history of learning strategy from the mid- 1970s to the present. Background of learning strategies Teachers and researchers have long noticed the fact that only seeking for the perfect teaching models cannot assure the success of students language learning. Under the same language input, not all the students can achieve the same success as others; some students obviously learn better than others. Learning is a two-way communication. Teachers and students need to work together. Neither of them can make the final success of language learning with the neglect of the other. Oxford (1990) clearly states that research interest has been shifted from what students learn or acquire to how students gain language, that is to say, from the product or outcome of learning and acquisition to the process of learning and acquisition. In a word, the focus has shifted from teachers to learners, and from learning and teaching results to learning and teaching processes. Researches on learning strategy have started from the mid-1970s abroad. Since then, a great number of researchers have become int.: ested in this area. Researchers, such as Oxford Nyikos (1989), OMalley Chamot (1990), Oxford (1990), Wenden (1991), Nyikos Oxford (1993), Sa-ngiam (1994), Ehrman Oxford (1995), Eugene (2001), Nisbet (2002), Griffiths (2003) and so on, have guided the strategy research direction and have greatly contributed to the theory development. Their general research focus includes: studies on learning strategies employed by good or successful language learners, studies on learning strategy definitions and classifications, studies on influencing variables on learning strategy use and on the application of learning strategy theories to language learning and teaching. With the development of strategy researches, classifications of learning strategies have been constantly enriched and perfected. Rubin (1975) first, and shortly after, Stern (1975) publish their stud ies on the learning of good or successful second language learners, which starts the new threshold of research in second language acquisition (Cited by Oxford, 1990). On the basis of previous researches, Freeman (1991) briefly points out that good language learners have the characteristics of willingness and accuracy and have a strong desire to communicate even at the risk of appearing foolish. They also pay attention to language form and meaning in their conversation. Moreover, they practice and monitor their own speech and speech of others. In the 1990s, researches on learning strategies have achieved great success. OMalley Chamot (1990) and Oxford (1990) propose more impressive classifications of learning strategies that have led to a spate of significant researches in this field. Wenden (1991) outlines the schema of learning strategies that includes cognitive strategies (selecting input, comprehending input, storing input, and retrieving input) and self-management strategies (p lanning, monitoring, and evaluating). Cohen (1998) identifies that strategies consist of language learning strategies and language use strategies and states that the two strategies are the processes consciously selected by learners and can enhance students learning through the storage, retention, recall, and application of information. Another interesting topic related to learning strategies is strategy training. Different names have existed for the application of strategy use to learning, such as learner training, learning-to-learn training, learner methodology training, and methodological initiation for learners. OMalley Chamot (1990) state that learning strategies are not the preserve of highly capable individuals and could be learned by others. Oxford (1990) also emphasizes the teachability of learning strategies. Their views have laid the foundation of strategy training programs. Currently, many researchers are devoting themselves to designing and executing strategy training programs, especially for inexperienced learners. Definitions of different strategies Strategies The concept of strategy derives from the Greek term strategia which means generalship or the art of war. In nonmilitary settings, it means a plan, step, or conscious action toward achievement of an objective (Oxford, 1990). Researchers, such as OMalley Chamot (1990), Oxford (1990), Wenden (1991), Ellis (1994), and Cohen (1998), have contributed greatly to the development and application of learning strategy theories. However, in educational settings, it has been variously described as fuzzy (Ellis, 1994), no consensus (Wenden, 1991), and conflicting views (Cohen, 1998). Certainly, a brief review of literature will indicate the plethora of different terms for strategy, such as techniques, tactics, potentially conscious plans and so on. There is little consensus regarding what a strategy is. Defining strategy is a difficult task and each definition will cause the controversial views easily. Researchers always emphasize this or that aspect of learning strategies when rendering the definition. For example, Brown (1994) holds the view that strategies are referred to as specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information. However, Ellis (1994) proposes that strategies consist of mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use. Cohen (1998) defines strategies as the process consciously selected by learners. From the above definitions, it could be noticed that Brown tends to define strategies just as behavioral actions. However, Ellis emphasizes both the mental and behavioral aspects. Cohen mainly focuses on the element of cons ciousness when rendering the definition, which is not mentioned by Brown and Ellis. The writer would like to define strategies as both mental and behavioral actions consciously selected by learners when solving the problems in this study. Learning strategies and language learning strategies Learning strategies have considerable potential for enhancing the process of learners language learning and help learners know how to learn more meaningfully, successfully and automatically. Same problems exist when researchers define learning strategies. Different researchers emphasize different aspects of learning strategies. For example, Weinstein Mayer (1986) hold the view that learning strategies are the behaviors and thoughts that a learner engages in during learning which are intended to influence the learners encoding process (Cited by Ellis, 1994); however, Oxford (1990) expands the definition as specific actions taken by the learner to make learning faster, more enjoyable, more self-directed, more effective, and more transferable to new situations; Cohen (1998) defines it as the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. Language learning strategies are language specific. Thu s the writer of this study is more likely to define learning strategies as behavioral and mental actions consciously selected by learners during learning process. And language learning strategies are behavioral and mental actions consciously selected by learners during language learning process. Classifications of learning strategies Different scholars classify learning strategies from different angles and a large number of classifications exist. In the following part, the more comprehensive and elaborate classifications will be discussed, including OMalley Chamots and Oxfords classifications. OMalley Chamots classification OMalley Chamots classification is based on information processing theory and draws on the work of cognitive psychologists who introduces and develops the concepts of declarative and procedural knowledge. Generally speaking, declarative knowledge can be described as a kind of factual information which is stored in the mind and is related to the question of what they are and procedural knowledge is about checking rules and is associated with the question of how to do. OMalley Chamots research project provides a rationale and approach in cognitive theory for discussing learning strategies in second language acquisition. Cognitive theory has explained adequately how information is stoizd in memory and what processes are entailed in learning. It states that learning strategies are stored in peoples mind in the form of declarative or procedural knowledge. In cognitive theory, learning strategies are represented as complex cognitive skills that follow the same general rules as other form s of procedural knowledge. Learning strategies begin as declarative knowledge and gradually go through associative, and autonomous stages with practice and experience. Cook (1993) further explains this by using Andersons three developmental stages theory in second language acquisition: firstly, in the declarative stage, intensive attention is involved to the new language and deliberate efforts are made to understand the new language; secondly, in the compilation stage, procedural knowledge is acquired and gradually less conscious attention is needed; thirdly, the automatic processing like native speakers is finally formed. OMalley Chamot (1990) illustrate learning strategies as mental and socio-affective processes, emphasizing learner interaction with the language in order to foster acquisition. They present three categories of learning strategies, including metacognitive, cognitive, and social/affective strategies. They point out that metacognitive strategy encompasses executive process that mainly includes planning, monitoring and evaluating strategies. Planning is the strategy used by learners for organizing of the written or spoken discourses. Monitoring is the strategy used by learners for checking ones comprehension during the process of learning. And evaluating is the strategy used by learners for checking the outcomes of ones own language learning. Cognitive strategies involve the direct manipulation of materials to be learned. Strategies concerning cognitive strategy are mental or behavioral aspects. For example, learners can link new information to previously acquired concepts mentally or physically so that they can group the learning items in meaningful categories or summarize the important information. Other frequently used cognitive strategies are resourcing, repetition, grouping, transfer and translation and so on. Social/affective strategies are used when learners interact with ot her persons in order to assist their learning. For example, learners often ask questions for clarification or use some kinds of emotional control to promote their learning. Oxfords classification Almost at the same time, Oxford (1990) offers more comprehensive and full-scale language learning classification. Her classification research on language learning strategies has great influence on second language acquisition. She makes a distinction between what she calls direct and indirect strategies and explains the relationship between them by an analogy of a theatre. Direct strategies consist of memory, cognitive, and compensation strategies. This kind of strategies deals with the new language and is like the performer in a stage play who works with the language itself in a variety ofà ¢Ã¢â‚¬Å¡Ã‚ ¬specific tasks and situations. Indirect strategies comprise metacognitive, affective, and social strategies and are compared as the director who takes the responsibility for the general management of the play. Firstly, three types of direct strategies are discussed, including memory, cognitive, and compensation strategies. Memory strategies are learning strategies that help students store and retrieve new information and mainly include strategies, such as grouping or inferencing, creating mental linkages, and applying images and sounds. Cognitive strategies are strategies that enable learners to understand and produce new language by a variety of different means. Summarizing and reasoning deductively are examples of cognitive strategies. Additional examples includ practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Compensation strategies are strategies that allow learners to use the language despite their large gaps in knowledge base. Guessing intelligently, using synonyms, and overcoming limitations in speaking and writing are included in this type of strategies. Secondly, indirect strategies include metacognitive strategies, affective strategies and social strategies. Metacognitive strategies are language learning strategies, such as planning for language tasks and setting goals that provide a mechanism for individuals to coordinate their own learning process. Affective strategies are strategies that help learners gain control over emotions, attitudes, motivations, and values. To lower their anxiety, learners can listen to music or make positive statements or reward themselves to become high-spirited or try to take their emotional temperature to concentrate on their learning. Social strategies are strategies that involve interaction between and among learners. When they have classroom collaborative activities, learners could use social strategies to help them to obtain information they need, for example, strategies of asking questions, cooperating with others, and empathizing with others. The classification of learning strategies is still controversial. Oxfords classificatory system is different from OMalley Chamots, but there is similarity between them. For example, both of the two classifications include the category of metacognitive strategy which involves the process of thinking, planning, monitoring and evaluating. OMalley Chamots (1990) classification emphasizes more on metacognitive and cognitive strategies and lesser focus on social/affective strategies. In their classification, they provide cognitive theories to support the classification of their learning strategies. However, Oxfords classification is more comprehensive and offers six types of learning strategies with an emphasis both on direct and indirect functions of strategies. In addition, Oxfords classification addresses the social and affective components, which are less developed in OMalley Chamots classification. Moreover, Oxfords classification system can be measured by her widely recognized Strategy Inventory for Language Learning (SILL). For these reasons, Oxfords classification system and the accompanying strategy inventory are more acknowledged in the academic world and are always approved by researchers who are interested in this field. Related research in China Wen (2003) identifies two distinctive development stages of learning strategies in China. The two stages are respectively named as the budding stage and the full developing stage. The budding stage is from 1984 to 1992, and the full developing stage is from 1993 to 2003. In the former stage, Huang (1984) publishes her postgraduate dissertation An investigation of learning strategies in oral communication that Chinese EFL learners in China employ, which has laid the foundation of Chinese research on learning strategies. In the latter stage, a large number of researchers have made great contributions both in theory and practice in this field. It is worth noticing that researches of learning strategies in todays China have entered the flourishing age. In theoretical aspect, Wen (1996) has put forward the classification system of learning strategies. She classifies strategies into two groups: management strategies and language learning strategies. Management strategies comprise aim estab lishing, planning, strategy selecting, self-monitoring, self-evaluating and self-adjusting. Language learning strategies can be subdivided into traditional and non-traditional strategies. Traditional language learning strategies consist of form-focused strategies, accuracy strategies, and using-mother tongue strategies. Non-traditional strategies are made up of meaning-focused strategies, fluency strategies and mother-tongue avoidance strategies. Based on her classification, many studies are conducted, such as Wen Qiufang and Wang Haixiao (1996a, 1996b), Wen Qiufang (1996c), Qin Xiaoging(1998) and the like. Wen and Wang (1996) conducted the comparatively important research on sophomores of non-English majors and one of their research findings was that correlation existed between learners belief and their choice of learning strategies. There are a large number of empirical studies on learning strategies in different language learning areas. For example, Wu Yian and Liu Runging (1993) investigated the psychology and social-psychology factors that affected students English language learning. According to the results of their studies, the strategy use had no effect on English achievements. Liu Shaolong(1996) chose 7 adult middle school teachers to investigate the influence of background knowledge on learning strategy choice in listening. After data analysis, he pointed it out that background knowledge did have great influence on the choice of strategy use in listening. Hou Songshan (1998) examined the effect of task types and gender difference towards the choice of communicative strategy use. His participants were sophomore students of English major from PLA Foreign Language College. His findings proved that task types could affect the choice of communicative strategy use. Males and females had different choice of com municative strategy use. Wu Xia Wang Qiang (1998) investigated strategy use on vocabulary learning. He conducted research on sophomore students of non-English major students in Beijing Normal Universities. According to their findings, metacognitive and cognitive strategies were frequently used by students when learning vocabulary. And good language learners employed more vocabulary learning strategies than those of bad language learners. Wang Yu (2002) conducted strategy research on sophomore students in Suzhou University. His research findings were that strategies, such as metacognitive, form-focused, meaning-focused, using-mother tongue, and social/affective strategies could account for students different listening abilities to a large extent. Thus, according to Wen (2003), all researches of learning strategies fall into two categories: macro and micro aspects. In macro-aspect, researches usually focus on the general situation of learners beliefs and learning strategies; and in micro-aspect, researches often concentrate on the strategy use in different language learning areas, for example, strategies use in speaking, listening, reading and writing areas. References Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. N.J.: Prentice Hall. Brown, H. D. (1994). Principles of language learning and teaching (3rd). New York: Pearson Hall Regents. Bailey, B. Onwuegbuzie, A. J. Daley, C. E. (2000). `Using learning style to predict foreign language achievement at the college level. System, 1, 115-133. Cook, V. (1993). Linguistics and second language acquisition. United Kingdom: Macmillan Publishers Ltd. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman. Decapua, A. Wintergerst, A. C. (2005). `Assessing and validating a learning style instrument. System, 1, 1-16. Dunn, R. Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, Conn: Bergin Garvey. Eliason, P. (1995). Difficulties with Cross-Cultural Learning Styles Assessment. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom (pp. 19-33). Boston: Heinle Heinle. Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press. Ehrman, M. E., Oxford, R. L. (1995). `Cognition Plus: Correlates of Language Learning Success. The Modern Language Journal, 1, 67-89. Eugene, S. S. (2001). `The relationship between learning style and cognitive style. System, 30, 609-616. Ehrman, M. Leaver, B. L. (2003). `Cognitive styles in the service of language learning. System, 3, 393-415. Ehrman, M. E. Leaver, B. L. Oxford, R. L. (2003). `A brief overview of individual differences in second language learning. System, 31, 313-330. Freeman, D. L., Long, M. H. (1991). An introduction to second language acquisition research. New York: Longman. Griffiths, C. (2003). `Patterns of language learning strategy use. System, 31, 367-383. Hauer, P. Straub, P. Wolf, S. (2005) `Learning Styles of Allied Health Students Using Kolbs LSI. Scholarly Journal 3. Johnson, K. (2001). An introduction to foreign language learning and teaching. South Asia: Pearson Education Limited. Lardner, T. (1989). `Rethinking classrooms: Perspectives on Teaching and Learning Styles. English Journal, 8, 88. Malinsky, M. (2001). Matched learning styles of teacher and student. Ann Arbor, Mich.:UMI. Melton, C. D. (1990). `A Study of Chinese Students Learning Style Preferences. RELC Journal,1, 29-44. Nyikos, M. Oxford, R. (1993). `A Factor Analysis Study of Language-learning Strategy Use: Interpretations from Information-Processing Theory and Social  Psychology. The Modern Language Journal, 1, 11-12. Nam, C. Oxford, R. (1998). `Portrait of a future teacher: case study of learning styles, strategies, and language abilities. System, 26, 51-63. Numan, D. (1999). Second language teaching and learning. Boston: Heinle Heinle. Nisbet, D. L. (2002). Language learning strategies and English proficiency of Chinese university students. Ann Arbor, Mich: UMI. Nelson, G. L. (1995). Cultural differences in learning styles. In J. M. ReO (Eds), Learning Styles in the ESL/EFL Classroom (pp. 3-18). Boston: Heinle Heinle. Oxford, R. Nyikos, M. (1989). `Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 3, 291-300. OMalley, J. M., Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle Heinle. Reid, J. M. (1987). `The Learning Style Preferences of ESL Students. TESOL Quarterly, 1, 87-111. Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Boston: Heinle Heinle. Riding, R., Rayer, S. (1998). Cognitive styles and learning strategies. London: David Fulton Publishers. Rossi-le, L. (1995). Learning Styles and Learning Strategies in Adult Immigrant. In J. M. Reid(Eds), Learning Styles in the ESL/EFL Classroom (pp. 118-125). Boston: Heinle Heinle. Sa-ngiam, T. (1994). A comparison of language learning strategies of Thai university students in acquiring English proficiency. Ann Arbor, Mich: UMI. Tian, F. (2003). A Research on Learning Style of Chinese English Learners and Its correlation with Learners Learning Strategies. Unpublished masters thesis, Bei Hang University, BJ. Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner strategy training for language learners. N.J.: Prentice Hall. Wintergerst, A. C. Decapua. A. Itzen, R. C. (2001). The construct validity of one learning instrument. System, 3, 385-403.

Mohandas Gandhi: Experiences and Influences :: Mohandas Gandhi Essays

Mohandas Gandhi Born into a merchant family in 1869, Mohandas Karamchand Gandhi was under the influence of powerful people. Members of his family had served as prime ministers of an Indian state for several generations. His parents were strong in their religion, being devout and earnest Hindus. They were a part of a Hindu sect that worshipped Vishnu and promoted non-violence. Apparently, he was most influenced by his mother, a gentle and intelligent person. According to Hindu custom, he married at an early age and grew to love his wife greatly. Together, they had four children and adopted a fourth. Later, in 1888, he travelled to England to become a barrister-at-law. There were several important influences that he encountered here: the Western material style of life, which he decided not to follow, and in the simple Russian way of living he found: the New Testament, and the Bhagavadgita, the bible of the Hare Krishna movement. It was here that he developed a sense of the presence of God in his life and the lives of men. Gandhi then returned to India and studied law in Bombay, but he quickly denounced it, feeling that it was immoral and could not satisfy one's conscience. Despite this, he used his schooling to help plead for Indian settlers in South Africa that were being oppressed by the white population. His personal experiences, including being ejected from a train in Maritzburg, of not being allowed the same rights as others lead him to begin a movement to help his people. While in South Africa, Gandhi made himself poor so that he could identify with his the peasants. He then proceeded to start a colony that consisted of abused labourers. The colony became very large and many cities were crippled by the lack of labourers. The government reacted to this by jailing Gandhi several times along with many other of his followers. The war he fought was one without weapons, already Gandhi was on his way to starting his career of non-violent campaigns. The main idea behind Gandhi's teachings was non-violence. The words of the Sanskrit language: ahinsa and sayagraha clearly express Gandhi's beliefs. The former means non-killing, non-destructive and the latter means the force of universal truth. He believed that the killing of man or beast is an unforgivable sin. Many who promoted these teachings of Gandhi simply believed that it was their only option for resisting imperialism rather

The Young Offenders Act :: Free Essay Writer

The Young Offenders Act This essay was written to show the advantages and disadvantages of the Young Offenders Act over the previous Juvenile Delinquents Act. Also it should give a theoretical underezding of the current Canadian Juvenile-Justice system, the act and it's implications and the effects of the young offenders needs and mental health on the outcome of the trials. In the interest of society the young offenders act was brought forth on april second 1984. This act was created to ensure the rights and the needs of a young person. Alan W. Leshied says "On one hand the justice and legal objectives of the act are being effectively realized while on the other hand the needs and treatment aspects of it leave much to be desired." The research of the Young offenders act is still ongoing but Leshied says that it is becoming clear that the custody positions have been in dispute since the act came into effect. The old Juvenile delinquency act states in section 38 "The care and custody and discipline of a juvenile delinquent shall approximate as nearly as maybe that which should be given by his parents, and... as far as practability every juvenile delinquent shall be treated, not as a criminal, but as a misguided and misdirected child . . . needing aid, encouragement, help and assiezce."(Page 72) If a youth is close to the adult age of 18 years they could be transfered to the adult justice system. This means that they would be given the same sentences as an adult including and up to life in prison. Many people have tried to correct this problem that they see as a weakness. Yet, so far their attempts have failed. Another weakness they find, is that the courts are expensive and unsatisfactory methods of dealing with crime that is not very serious. Before the fabrication of legal aid most young offenders were not able to obtain legal services. "Subsection 11 (4) provides that, were a young person wishes to obtain counsel but is not able to do so, the youth-court judge shall refer the young person to the provincial legal-aid, or assiezce program. If no such program is available or the young person is unable to obtain counsel through an available program, the youth court judge may, and on the request of the young person shall direct the young person to be represented by counsel.

My Location

My favorite location would have to be the Seawall In Sundae Okinawa, Japan. The Seawall can impact all your senses if you let it. This location impacts a few of my senses, sight, sound, and smell. It is basically a wall 2 and half miles in length, and about 7 minutes away from the base, It gets better, right there In scenic view next to the ocean. How it impacts my sight is that it's an awesome dive spot especially those who are beginners at diving.Once you suit up with the various gears for scuba diving, the wet suit, goggles, buoyancy control device, regulator, compass and alarm anus, you submerge in the blue water of the sea of the wall. Visibility under the water can get to 30 to 50 feet on a clear day and sometimes it depends on the weather and tide prior to the day you dive. I remembered my first dive as If It was yesterday; during my certification I saw the various wild life animals at 60 feet under sea water (SF).The wild life includes, bright colored coral, which was a mixtu re of mostly red, yellow, green, and pink. Sea creatures like octopus and squid that comes out only at night, you can also see crabs, tapeworms, and tropical fish. Looking at all his and feeling weightless at 60 feet under water is a very relaxing feeling one would have to experience. After a dive heading back up the steps of the Seawall your sense of smell is awaken to the delicious smell of Japanese cuisine coming from the restaurants.My stomach would immediately start to grumble, the aroma of the favorable Japanese food would distract me, and cravings would begin for tertiary foods that you wouldn't even have time to change from your wet suit. Your eyes and stomach promptly lead you to the nearest restaurants for an afternoon cuisine. Either sitting on the Seawall or sitting from one of the restaurants and enjoying the sound of the ocean, the waves crashing against the wall can be used as a good stress reliever.When I'm trying to cope with stress at the end of the day will go sit on this wall and hearing the sound of the ocean puts my mind at ease. As if I close my eyes I think I'm on vacation, I can dream, can't I? The Seawall in Sundae is a main attraction, sometimes I wish I had one of the apartments Just a stone throw away from it. The Seawall can stimulate all the senses if you let It. I see people Jog along the walls to improve themselves for a healthier lifestyle. You can see peoples holding hands at night admiring the stars, watching, and listening to the water crashing along the walls.Divers use It as one of the perfect spots for entering the water calmly and getting a closer look at the marine life. For me it stimulates my senses as well as many people on the island of Okinawa. My Location By unmanning My favorite location would have to be the Seawall in Sundae Okinawa, Japan. The about 7 minutes away from the base, it gets better, right there in scenic view next to diving, the wet suit, goggles, buoyancy control device, regulator, compass and air theater and tide prior to the day you dive.I remembered my first dive as if it was mostly red, yellow, green, and pink. Sea creatures like octopus and squid that comes foods that you wouldn't even have time to change from your wet suit. Your eyes and a good stress reliever. When I'm trying to cope with stress at the end of the day I will close my eyes I think I'm on vacation, I can dream, can't l? Stone throw away from it. The Seawall can stimulate all the senses if you let it. I see water crashing along the walls. Divers use it as one of the perfect spots for entering

A Walk To Remember Compare Amp Contrast

Both involve a Story Of a boy and a girl, almost completely different in their views, which slowly fall in love n Barefoot, North Carolina. Throughout the movie the struggles of the characters are awfully similar to the struggles of the characters in the book, with a few changes here and there. Although the book and movie are similar, there are still differences between the two such as how the two got to know each other, how the characters are portrayed, as well as how certain events occurred and how the characters reacted to them.The first major difference between the novel and the movie of A Walk to Remember is how different the characters are portrayed in each. For example, throughout the novel the leading girl, Jamie Sullivan, was the shy daughter of the towns Pastor. She was one of the kindest girls anyone had met, she would help anyone whether she was asked or not. She had a big part in the town's orphanage, and she had worshiped God more than anyone had seen. Jamie was an inte lligent conservative girl who wore her blonde hair put in a tight bun all the time.She wasn't known to have many friends, or even do ‘normal' teenager things, and she usually spent her time at school, at the orphanage, or with her father. In comparison, in the movie, Jamie was quite similar to these qualities; she was smart, very religious, shy, kind, and conservative showed by how she had dressed. However, even though Jamie was kind and seemed to be gentle, in the movie it didn't portray how religious she actually was as well as I thought they could've. In addition, don't believe that it showed how much she actually cared for others and wished to help them.For example, Jamie would help younger kids and tutor and do things like that, but in the novel she also worked at an orphanage and would even elf little animals in the middle of the road, but in the movie you didn't truly see that side of Jamie as much. Now on the other hand, the main character, Logan Carter, is quite diffe rent in the movie than how he was described in the novel. F-or example, the very first scene of the movie is Logan playing a mean trick with his friends on a boy.In this scene you can already tell that Logan is supposed to be a â€Å"bad boy' and that h?s supposed to be trouble. In the novel Logan was somewhat of a trouble maker when he was younger, which is possibly what gave the writers the idea to make him a bad boy in the movie. But in reality, Logan is just your average confused teenage boy. He likes to hang out with his friends, go on dates, and didn't enjoy school all that much. Still, in the movie it portrays him as being careless and self centered until Jamie made him realize that he was making some bad choices.Another difference between the novel and the book of A Walk to Remember is how Jamie and Logan actually got to know each other. For example, in the novel they first become a little closer after Logan asks Jamie to the homecoming dance, only because he needed a date and she was the only one aft. But in the movie, they both get cast to do the annual town play, which does happen in the book but it wasn't their first encounter. As the story goes on Logan, as a punishment for his prank in the beginning of the movie, he must participate in the play which he ends up getting the lead role in.He starts to care a little more about the play as the movie progresses and he practices his lines more and more, and eventually asks Jamie to help him with his lines and she agrees to help but on one condition â€Å"he has to promise not to fall in love with her†. Now that line may be cute and seem not that important, but its an incredibly significant quote to the story in my opinion. This quote was used in the novel as well when London had asked Jamie to go to the homecoming dance with her, which I believe shows a little importance that the movie writers had kept such a specific quote.In addition to that, a considerable difference from the book to the movi e would, in my opinion, be the fact that in the novel they fell in love slowly and hung out at one another's house, while in the movie they fell in love faster and did more ‘romantic' or public outings. Also Logan seemed to do more things to â€Å"win† her over in the book such as him visiting the orphanage with her and getting a great deal of money without her knowledge so she could get the orphans Christmas presents, while in the movie they both seemed to just fall in love with each other.Lastly, certain events and reactions differed from the book to the movie. For instance, in the book Lagan's friends would make fun of and tease him for his attraction to Jamie and for spending time and being friends with her. But they never would have dared make fun of Jamie to her face, mainly because they let like she was on Gods â€Å"good side† or had it â€Å"in† with God. Even if they had made fun of her to her face you could tell, just from what you have read tha t she wouldn't have done anything about it and she wouldn't have had a comeback for them.But on the contrary, in the movie Logan and his friends would make fun of her to her face and ridicule her. Even though she was supposed to be Godly and kind, she still remained above it all and even had some types of comebacks. For example, in one scene one Of Lagans friends had said â€Å"If there is a higher power, why is it He can't get you a new sweater? And Jamie replies, â€Å"Because He's too busy looking for your brain†.The last difference between the book and the movie is that in the book when Logan found out about Jamie illness he felt uncomfortable and didn't know what to do. But on the other hand in the movie he seemed to be devoted to her and would do anything for her and he knew exactly what to do, even if he was in denial for a little bit after he heard the news. To conclude, there are differences between the book and the movie, some may be minor some more noticeable, but overall the book and the movie are Mathew similar to each other.