The Strong Man free essay sample

The Strong Man A relationship Is like standing on wet cement. The longer you stand, the more difficult Is to leave. This means that it Is hard to leave someone that you have been spending most of your life with, especially someone that you have shared almost everything with. This quote fits very well with the problem for one of the mall characters In the story the Strong Man The Strong Man by George Garrett takes place in Pisa in Italy. The story is about a woman and her husband Harry. They are sitting in a little traitor besides the Aaron.They are talking about their relationship and about the baby they are expecting. Harry has been cheating on her and every time she finds out, they just leave places. After they have been talking for a while, they leave to get back to the hotel. Suddenly they see a man performing on the streets. We will write a custom essay sample on The Strong Man or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Harry calls him some kind of a strong man. The strong man has a little struggle getting out of the chains that he has been wrapped tightly in. After they have watched the strong man free himself from the chains, they walk back to the hotel.The themes In this story are fighting for your relationship and finding you inner strength. The wife has a hard battle with trying to fight for her relationship, but t the same time she needs to find her Inner strength to tell Harry that she does not like It when he controls her. In the beginning of the story we get an almost perfect impression of Harry which is one of the main characters along with his wife. His wife describes him as a charming, handsome guy with small eyes, sandy hair and a great smile, though she thinks there is something strangely unreal about him, like an alien.Even though we get the perfect description of him, we later on realize that thats only how he looks on the outside. There is an unfaithful man behind that great smile of is. He takes advantage of his wife. Even though he keeps cheating on her she keeps forgiven him. He is the dominating part of their relationship, and he knows that she dependents on him. He Is very manipulating. He uses her love for him, to make her do, what he wants her to do, which is to stay with him.When his wife does not agree with him that they will get over it Just Like they do with everything that Is not serious, he decides to change his technique. He starts playing on her emotions, and tries to make her feel bad by asking her what she is going to do with their unborn child if she eaves him. He knows how to control her. We do not get description on how the wife looks like. She is very frustrated and unhappy in her marriage. She decides to make Harry aware of her feelings and thoughts by telling him that she is not sure about their marriage anymore.She is not sure whether, she should stay with him or leave him. She is very emotional, because she is about to cry when he tells her that he is sure she is not going to leave him. She realizes a bit that she might be weak, because he is so sure where he has her. Her hormones from the pregnancy can also be the season she Is that emotional, and she has a hard time deciding what to do with her life and marriage. She Is very easily manipulated, as she does everything Harry tells her and she does not have the strength to leave him even though he Is cheating on her.She Is a fool for love, and she wants to try to save her marriage, that Is why she keeps forgiven Harry every time he cheats. Another reason can be that she is the child. When they are watching the strong man trying to get out of the chains, Harry tells her that they should go now, but she put her foot down for the first time and tells him that she wants to see the show. She becomes determent, and does not want Harry to control her anymore. At the end of the story the wife identifies herself with the strong man. He is a symbol of what she is going through.She sees herself in those chains trying to break free from her marriage, and the struggle along the way. She sees herself wanting to get out of the marriage that is keeping her trapped and unhappy. At one point it seems like the strong man would not be able to free himself from the rope, but then he somehow is able to free himself. That is somehow how her life is. In the begging of the story she thought that she would not be able to break ere from this misery, but after she sees the strong man, she is now aware that she can. Harry does not control her life anymore. So that is why she decides to leave him in the end. She finally opens her eyes and sees that she controls her own life. She is not only making the decision for herself, but also for her unborn child. For the wife in this story it is hard to leave Harry. She has been married to him for quite some time, and she is so deep into the relationship that it is hard for her to leave him. Even though she tries to fight for it, she realizes in the end that she needs to let go of their relationship.

What IVe Learned About How I Learn free essay sample

My first quarter of college life has been an experience that has taught me several vital lessons. The combination of classes, clubs, and other activities has forced me to use time wisely while managing a busy schedule. As my academic life at college will continue to become increasingly difficult, I believe now is the time to become serious about my education. I have found that there exist ideas, mindsets, and other factors that help in the motivation and success of learning. In addition, there are infinite ways in which I can educate myself through diverse learning styles. Through events and activities of the IGE 120 class, I have attained an increased understanding of different and unexpected learning techniques which exist in education. The books and articles which I have had the opportunity to analyze in this class have each shared new and unanticipated concepts. These ideas have often times pertained to how I learn as both a student in the classroom and as a young adult in the world. We will write a custom essay sample on What IVe Learned About How I Learn or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I believe it is important to work hard in school for the purpose of learning new ideas and becoming educated and not just for getting good grades. I also believe that it is important that I do not take myself too seriously, because I will undoubtedly make mistakes. Open communication between the teacher and myself is vital for all the different situations and techniques of education. My educational success lies in my ability to hold a healthy mindset towards education, communicate with my professors, and have a firm understanding of my own learning style. From the first day of college I could not help but compare my study habits with both my friends and classmates. It has always been difficult for me to prevent myself from comparing the speed at which my friends complete homework with the speed at which I complete homework. Usually it results in my frustration over the fact that it took me three times longer than my friend to accomplish the same standard of work. Richard Rodriguez and his constant studying work ethic, as he describes in his article â€Å"The Achievement of Desire†, reminds me of myself and the amount of time I spend studying. Learning to deal with the sacrifice of spending less time with his family was an important step in his educational career. Because I have been unable to complete assignments the quickest, I have had to sacrifice time spent on other activities. The reasons underlining Rodriguez’s study habits originated in his love for learning. I feel that my personal motivation for studying is misplaced. Rather than studying for the purpose of learning the material, I instead catch myself feeling more obligated to study for the purpose of getting an A-grade in the class. Once I remind myself that I’m at college to learn and not just to get A-grades, I find doing my assignments much more enjoyable. In the end, I simply have to remind myself that it is okay to spend a little more time on a project than others would spend. Also, doing my work for the purpose of actually learning and becoming educated for a future profession makes the time spent on assignments both more gratifying and rewarding. I’ve noticed throughout my years growing up that school can also be much more enjoyable when I keep a light attitude toward it. That doesn’t mean I think it should not be taken seriously, but that stressing over an assignment will never improve the quality of my work or education. Although it may be difficult to achieve the proper mindset towards learning, the results are well worth it. The final chapter of the book Being Wrong by Kathryn Schulz talks about how educated people need to move past the frustrations of mistakes. I believe that this not only applies to frustrations but also to all other aspects of school in general. I’ve learned that just rushing through homework for the purpose of being finished is not the best approach. Instead, if I take the time to actually understand what I am doing and why I do it, I then begin to take pleasure in my work. Being Wrong talks about taking pleasure in our mistakes and realizing that it is not always important to be right and that our mistakes can express our personalities. Just the same, I believe that it is important for me to realize that I must not take my work overly serious. Rather, it is more beneficial to take joy in my projects and express myself through them without developing the frustration of worrying about a good grade. Over the past few years of my education, open communication with teachers has been important to me. Having the opportunity to talk to my professors after classes allowed me to ask questions on new and difficult concepts. In the second chapter of the book Pedagogy of the Oppressed by Paulo Freire it talks about the problem-posing method of education. With this education technique, hierarchy is taken out of the classroom so that coexisting communication can exist between the students and the teacher. Just as Freire understood the importance of open communication in the classroom, I also became aware of the importance concerning this relationship with the teacher. In my junior year of high school I decided to enroll at community college for a trigonometry class. I could immediately tell that the teacher was disinterested in the students. He taught class straight out of the book and was reluctant to answer questions. I soon had to withdraw from the class receiving a W-grade. Being that it was my first college level math class, I became extremely discouraged. Once it was time to enroll in classes for next semester, I again decided to take trigonometry, but this time with a different teacher. Soon realizing that this professor was a complete opposite of my previous math teacher, I began to ask him my questions after class. Always willing to spend time listening to questions, I could tell he cared about the success of the students. Soon, I began staying after class to talk because of his willingness to have a conversation. It was because of this teacher that I decided I enjoy math. My discouragement over the previous semester was over therefore leaving me reinvigorated for success in my future math classes. All three arts events of the IGE program which I attended this quarter have given me the opportunity to experience culture through different learning styles. Visiting the Norton Simon Museum, I was able to view artwork of multiple different time periods. I was able to study the different artistic techniques used and experienced their interests through the visual learning style. Attending the Day of the Dead festival at Cal Poly Pomona for my second arts event, I was able to not only visualize a cultural celebration but also take part in it. This style of learning is especially engaging as it allowed me to take part in the activity first hand rather than only watching it take place from third person view. At this event I had the opportunity to physically touch that which was around me, giving me the chance to experience culture through the physical learning style. My third arts event which I attended was the play â€Å"Tartuffe† which took place at the Cal Poly Pomona Theater. This satirical comedy was a great opportunity for me to experience a cultural play through the visual, verbal, and auditory learning styles. All these events were exceptional experiences of education through different learning techniques. When looking at a list of different learning styles, I cannot help but think of myself as being most adept to the logical or mathematical learning style. After all, my favorite subject is math. Usually when approached with a choice or problem, I tend to assess the pros and cons so that I can make a logical decision rather than basing it off feelings. It is possible that even if I do make a choice based off feelings, I would back it up with logic and facts to at least convince myself it was the right decision. Learning concepts that are based off solid mathematical reasoning has always been significantly easier for me over more subjective and opinionated material. The mindset I hold towards education along with my ability to communicate with my professors and my understanding of my learning style will all be deciding factors in the success of my education. It is important that I do not overstress about the grades I get, but instead focus on actually learning the material and bettering my education through it. I am thankful for teachers who are open to students asking questions. Being that I am somewhat quiet and reserved, it has always been difficult for me to ask questions in class. Had I not forced myself to move beyond this fear, my past education would not have been as fulfilling. By coming to an improved understanding of my own learning style, I can better analyze the decisions I make and the reasons for which I make them. Coming to terms with the way in which I learn has allowed me to successfully choose a college major that will work for me.

Tips For Writing a College Placement Test Essay

Tips For Writing a College Placement Test EssayIn order to write a college placement test essay, there are a number of steps that need to be followed. Following these tips will help you to have a career that is fulfilling and successful. Remember that it is not as hard as you think.The first step in writing a college placement test is to have a clear understanding of the questions that will be asked. When using a resource book or online resources, it is important to do some research on the subject of the exam. Researching for a college placement test essay is an essential part of your job. You need to have a solid foundation on the subject.Take time to determine what type of questions will be asked. The type of questions will depend on the subject that you study for in college. If you study a lot of engineering subjects for example, then your college placement test will likely have a lot of engineering questions, so taking some time to figure out which types of questions are going to be asked is important.This is also true for taking a college placement test. You will want to figure out which types of questions will be asked by looking at the subject of the essay. Do you plan to include information about your study habits? This can give you a clearer picture of what you will be asked in the test.There is information on the tests that you may have taken in the past, so keep this in mind when you start to write your essay. Does it describe how you studied for the test? What types of questions did you get on your past test?One of the most important aspects of writing a college placement test is the organization of your notes. You need to make sure that your notes are organized and structured properly. Make sure that you don't lose any important information while organizing your notes. There is nothing worse than forgetting important information.The last tip for writing a test that is not too difficult is to take time to organize yourself. Making a proper plan will make the whole process easier and more enjoyable.

Peculiarities of Using Drama, Improvisation, and Creative Approach

Peculiarities of Using Drama, Improvisation, and Creative Approach Introduction The contemporary society faces the concept of globalisation. As every issue, globalisation has its advantages and drawbacks that cover all sectors of human activity. Cultural issues should be taken into account as well as peculiar features of every language including teachers who would teach certain languages and approaches applicable to different categories of students in terms of age groups, skills for learning a second language, and implementation of those skills into practice. One of the burning issues for the linguistic sector of cultural heritage are the methods used in class for teaching people whose native language is not English. In this respect, drama used in class to facilitate the process of acquiring English language can be effective when all criteria are followed. For instance, active participation should be combined with a thoroughly prepared plan to follow during the class activities.Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More The discussion of the effectiveness of drama implementation for second language acquisition will include such issues as theoretical background and adaptation of certain methods for use with second language learners, concepts and strategies used by the great English educator Dorothy Heathcote, training teachers to use drama with second language learners, effectiveness and limitations for implementation of this approach in class. The discussion will exclude explanation of lessons and will not provide examples of plans of lessons for use of drama for more effective second language acquisition. The literature selection is based on the effectiveness and readability of sources and their practical use for the discussion. The review is organised in accordance with an essay structure where an introduction present the scope of the review, the body includes the basic themes for discussion with topic sentences opening each new paragraph, and a conclusion containing a summary of the review with some recommendations for further research and analysis. Historical Background Approach by Dorothy Heathcote Though many researchers present their vision of the second language acquisition process, it is necessary to emphasise the importance of contribution made by a distinguished English educator Dorothy Heathcote. In this respect, this educator can be considered a pioneer in adjusting drama to the class implementation and analysis of the method’s effectiveness and applicability to different settings and categories of learners. Training teachers to use drama Training teachers to use drama in class is very important because a failure can result in inadequate interpretation of information by a student and inadequate assessment of learning efforts by a teacher. In this respect, one of the most brilliant statements by Dorothy Heathcote can be regarded t he following: â€Å"Teaching is creative work† (Heathcote, 1991, p. 26). In other words, the author means that training educators can be considered a part of teaching and an important aspect of implementation of drama for learning.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The teaching-learning activity is analysed as a flow of energy surges by Armstrong-Mills (1997) who shares her personal experience of acquiring knowledge on using drama in class and implementing it with children: â€Å"Whatever was happening seemed to be related to an increase of energy and concern with the events we were making† (p.93). The main idea in this case is that educators learn to do something and then can try those methods and approaches immediately with children in class by implementing theory into practice. In other words, teaching can be considered equally important for educators and learners. Nature of educational drama Drama and its implementation in class is the changing issue that progresses as far as the educational methods and techniques progress every year. As reported by Heathcote (1991), the changes in the use of drama have shifted the emphases from individual learning to improvisation: There has been a shift in direction from an interest in the personal development of the individual pupil, through the acquiring of theatrical and improvisational skills to the recognition of drama as a precise teaching instrument, which works best when it is part of the learning process (p. 42). In this respect, drama can be used in a great variety of ways and treated differently by different educators who support different views on education. So, Cook (1973) suggests a brief but extremely clear explanation of drama as educational method and justifies its use: â€Å"The natural means of study in youth is play [while] a natural education is by practice† (p. 145). In this respect, drama provides educators with an opportunity to teach children in the most effective way that can be used with second language learners as well as with monolingual children (Kao ONeill, 1998, pp. 3-4). In other words, the implementation of drama in class is effective as well as implementation of drama with second language learners. Theories on the issue Theoretical aspect is important in every case, especially in consideration of pedagogical methods and assessment of their effectiveness while implementing into practice. For instance, Swann et al. (1996) analyses the concept of linguistic insecurity experienced by second language learners (p. 189).Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More As suggested by Wagner (2002), gestures, symbols, and other non-verbal means of communication are used by learners at the f irst stage of the acquisition process followed by words and writing. Moreover, the author emphasises the importance of drama combined with certain pressure: â€Å"Improvisational drama is effective because of the repeated pressure it puts on participants to respond† (Wagner, 2002, p. 4). So, drama has been used as an educational method for a long period of time though it was changing along with the educational system as a whole. Historic use of drama for educational purposes has been explored by many researchers. The most important issue, in this respect, was the effectiveness of the method that can be used with learners of different age groups. Understanding and implementation of drama in the classroom are essential steps in the process of acquiring knowledge necessary for effective teaching. Though some researchers may provide evidence for ineffective use of drama as educational method, most educators find this approach rather effective and creative. Defining Drama Drama ca n be defined as a creative activity though it can also be defined as a method of teaching and learning used by creative educators. After having learnt about drama implemented in class, every person would suggest another definition of drama and evaluate its effectiveness for the educational purpose. So, Heathcote (1973) as one of the pioneers of implementation of drama in class has suggested that drama can be considered a potential method of teachers used in class. â€Å"Drama is means of learning, a means of widening experiences even if we never act in a play stand upon a stage† (Heathcote, 1973, p. 158). In this respect, drama can be reported as one of the most effective means of learning and of second language acquisition because second language learners succeed more in their learning when drama is implemented in class.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Drama can be defined as result or as process; every meaning would adequately characterise the nature of drama used for teaching and learning activities. Thus, Wessels (1987) defines drama as doing because it enables both teachers and learners to gain experiences and act in a certain manner (p. 7). Though Shakespeare suggested the idea of theatre and actors applied to ordinary people, it can be effectively implemented for educational purposes. In other words, learning and gaining experience can be considered the integral parts of drama as an educational method. This idea received approval in the study by Heldenbrand (2003) who characterises drama in education as an effective method during which a student acquires knowledge and gains experience of applying the gained knowledge into practice. So, definition of drama depends on its evaluation by the educator. Energy and excitement can be considered essential components of drama in terms of its definition with regard to the implementatio n of drama in class for educational purposes. Thus, Armstrong-Mills (1997) defines drama as a scope of energy surges that are created in the process of acting out some episodes and transmitted to all participants of the action. The same idea can be found in the work by Burke O’Sullivan (2002) who suggest that drama can be characterised as a means of transmitting excitement from a teacher to students with the help of combining action accompanied by a corresponding dialogue. Moreover, it is necessary to support the idea that drama implemented in class is a very exciting and emotional task for both a teacher and students because a teacher should prepare a scenario for students to act out and students should apply improvisational skills to manage to implement the scenario into practice. Concept of Training and Implementing As every approach, drama implemented in class has its strengths and weaknesses. In this respect, the most powerful benefits and potential disadvantages can be analysed in terms of their theoretical background and practical implementation of the method in class. Strengths of implementing drama in TESOL Benefits of implementing drama in classes for second language learners are obvious in terms of knowledge and experienced gained during drama classes. As reported by Furman (1990), drama â€Å"includes all types of human interaction† (p. 2). So, one of the most powerful benefits of drama used in class is its natural implementation. It is natural for people to play some roles and pretend if the situation requires them to do that. In this respect, it is possible to implement informal creative drama where participation is of primary importance in class so that second language learners could acquire language skills more effectively (Furman, 1990, p. 3). Experience and emotions are important elements and absolute advantages of using drama in class. Theoretical benefits Theoretical characteristics of the approach can differ from the results acquired in practice. In this respect, it is necessary to assess theoretical potential of the method contrasted and compared to its practical implementation. As reported by Almond (2005), implementation of drama in class should have a great number of various benefits for students as for teachers (pp.10-17). In other words, teachers have an opportunity to implement into practice what they have been trained for while students can acquire knowledge in a more effective manner. So, both parties concerned can gain experience and be involved into the process. The process of implementation of drama in class can improve and benefits from the use of facial expressions and gestures while acting out some episodes or improvising. The curriculum is an important part of drama implemented in class because it should be adjusted respectively to the needs of students and expectations and plans of educators. The curriculum is considered as a method of engagement of active students in the study by Shie r (2002). When students lack some knowledge and are not able to direct their energy appropriately, they can be engaged via curriculum combined with drama method implemented in class. Another study supporting the idea of curriculum and its combination with drama approach in second language learning is Heathcote (1991), where the author analyses the function of drama in the curriculum and its benefits for use in class. In addition, the study by Maley Duff (2005) attempts to answer the question of importance and usefulness of drama implemented in class and find a great number of skills that can be improved while using drama. For instance, drama â€Å"integrates skills in a natural way,integrates verbal and nonverbal aspects of communication, [transfers] responsibility from teacher to learners†, and some more skills and potential benefits are enumerated by Maley Duff (2005, pp. 1-2). Educational potential of drama as a means of teaching and learning is another important advanta ge in terms of theoretical background for use of drama in class. As reported by Dodson (2002), drama provides learners with an opportunity â€Å"to express themselves in English for a meaningful purpose, going beyond vocabulary and grammar drills† (p. 161). In this respect, it is necessary to encourage students to improvise regardless of language use because learners have to gain language fluency combined with understanding of spoken language. Benefits of use in practice Intelligence and other benefits gained in the course of implementing drama in class can be improved for second language learners because they can become knowledgeable in verbal and nonverbal means of communication used by English speakers. As suggested in the study by Schewe (2002), the intelligence includes multiple intelligences such as linguistic, logical-mathematical, musical, interpersonal, and others (p.74). In this respect, implementation of drama in class enables educators to facilitate the process of language acquisition through improvement of other skills necessary for both verbal and nonverbal communication. As reported by Davies (1990), mime, simulation activity, improvisation, and other activities combined under the main idea of drama can be beneficial for second language learners. At the same time, Heldenbrand (2003) analyses other practical benefits of drama implemented in class. These benefits include the fact that learners can acquire language skills in informal and relaxed environment; new vocabulary and speech patterns are recognised and practiced during acts; positive emotions prevail in the process of acting out episodes which facilitates understanding of information provided. Effective implementation of drama in class is demonstrated in the study by Heathcote (1976) where the author suggests a creative approach to the teaching of basic concepts. Besides, some more benefits can be found in the abovementioned study by Heldenbrand (2003) who characterises drama as a m ethod that helps to acquire knowledge concerning intonation and pronunciation patterns in the process of acting. Moreover, drama makes learners more self-confidence and encourages them to speak fluently; additional motivation provided during drama classes can be considered another great benefit of using it in class. Cultural issues can be treated as both benefits and drawback for drama implemented in class because students with different background information can either manage or fail to understand certain cultural cues properly. The importance of dividing information into two parts presented in the textbook and provided by an educator is emphasised by Liu (2002) who analyses the benefits of drama used in class for second language and foreign language acquisition. Moreover, it is necessary to focus on the overall influence of the method on learners and teachers. Though there are some disadvantages in the process of using this method, it gained recognition and can be implemented mor e effectively all over the world. The drama implementation approach can be used for different activities and different languages. Limitations in Implementing Drama in TESOL The basic limitations that can be emphasised in the process of implementing drama in class include cultural cues and globalisation in terms of mixing cultures and inappropriate cues used by second language learners. In this respect, it is important to analyse theoretical and practical aspects of implementation. Contradictions in educational drama are enlarged on by Moody (2002) who analyses the aspects of drama implemented in class and compares those to real practical approach and its effectiveness. Theoretical disadvantages Though some teachers can be aware of peculiarities typical of different cultures, they may fail to explain the peculiar features of the English-speaking culture to second language learners. Fels McGivern (2002) analyse the intercultural recognition gained through performative inquiry and ass ess its effectiveness for second language learners. So, cultural features can prevent learners form effective acquisition of verbal and nonverbal peculiarities while communicating in English. In addition, â€Å"by linking visceral bodily experience, as both sensorial and somatic, we as teachers guide our students in the complexity of transcultural learning† (Axtmann, 2002, p. 49). In this respect, one of the main challenges can concern the understanding of importance of cultural diversity before implementing drama in class. Limitations of use in practice Practical implementation of theoretical knowledge can be even more challenging and full of unexpected disadvantages than a research conducted on theoretical background. Being scared and being tired of what one has been doing are typical limitations of practical implementation of drama in class, as reported by Wagner (1976, p.18). Sometimes, educators can lack self-confidence necessary to implement a theoretical scenario into practice. This can be even more important in the process of acting out some episodes in class because the teacher should guide students in this activity. As communication is composed of both verbal and nonverbal aspects, it is necessary to analyse the challenges encountered in the process of implementing theory into practice with second language learners. As reported by Culham (2002), nonverbal approach should be used on the equal basis with the verbal one because misunderstandings may arise from lack of knowledge in nonverbal area of communication (p. 95). Teachers can fail to find appropriate materials to use with the drama approach or reaction of class to some moments of the teaching-learning process (Burke O’Sullivan, 2002). The arrangement of lessons in terms of time limitations can be a great challenge as well (Sam, 1990). Conclusion Summary of the review The importance of a method chosen for implementation in class is obvious. The rise of sociolinguistic and approache s used for teaching-learning purposes are related to the globalisation with its benefits and challenges. The use of drama in class can be considered one of the most effective approaches for second language acquisition and relevant problems encountered by learners and educators that teach students with different background, culture and language skills. In this respect, it was necessary to analyse the main contributors to the exploration of drama and its effectiveness with second language learners. Dorothy Heathcote can be considered the pioneer in the activity of implementing drama in class, especially with second language learners and adjustment of curriculum to the needs and expectations of teachers and learners. The consideration of cultural peculiarities can be treated as the challenge of primary importance because nonverbal approach is used in some studies whereas its importance affects the level of language acquisition and fluency of a speaker. Recommendations for further resea rch It can be interesting to analyse the relations between the second- and third-language acquisition in terms of methods and approaches used to facilitate the learning. Moreover, it is necessary to evaluate how different cultures perceive the information while being approached with the help of drama method. In addition, some people can fail to understand that there is a great difference between habits, gestures, emotions, and other cultural and language cues demonstrated by people in the process of communication. Analysis of effectiveness of implementation can be conducted via survey using qualitative method. Reference List Almond, M. (2005). Teaching English with drama. London: Modern English Publishing. Armstrong-Mills, C. (1997). Creative uncertainty: Energy surges in the principles and practice of Dorothy Heathcote. In D. Davis (Ed.), Interactive research in drama in education (pp.93-105). London: Trentham Books. Axtmann, A. (2002). Transcultural performance in classroom learni ng. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 37-51). Westport, Conn; London: Ablex Publication. Burke, A., O’Sullivan, J. ( 2002). Stage by stage: A handbook for using drama in the second language classroom. Portsmouth, NH: Heinemann. Cook, C. (1973). Drama as playmaking. In J. Hodgson (Ed.), The uses of drama (pp.145-156). London: Taylor Francis. Culham, C. R. (2002). Coping with obstacles in drama based ESL teaching: A nonverbal approach. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.95-113). Westport, Conn; London: Ablex Publication. Davies, P. (1990).The use of drama in English language teaching. TESL Canada Journal, 1(8), 87-99. Dodson, S. L. (2002). The educational potential of drama for ESL. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.161-180). Westport, Conn; London: Ablex Publication. Fels, L., McGivern, L. (2002). Intercultural recognitions through perfor mative inquiry. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.19-37). Westport, Conn; London: Ablex Publication. Furman, L. (1990). Creative drama handbook and role play guide. Denver, Colorado: Pioneer Drama Service, Inc. Heathcote, D. (1973). Drama as challenge. In J. Hodgson (Ed.), The uses of drama (pp.156-166 ). London: Taylor Francis. Heathcote, D. (1976). From drama as a process for change. In R. Drain (Ed.), (1995), Twentieth-century theatre: A sourcebook (pp. 199-201). London: Routledge. Heathcote, D. (1991). Collected writings on education and drama L. Johnson C. O’Neill (Eds.). Evanston, Illinois: Northwestern University Press. Heldenbrand, B. (2003). Drama techniques in English language learning. The Korea TESOL Journal. 6(1), 27-35. Kao, S.-M., ONeill, C. (1998). Words into worlds: Learning a second language through process drama. London: Greenwood Publishing Group. Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, Conn; London: Ablex Publication. Maley, A., Duff, A. (2005). Drama techniques: a resource book of communication activities for language teachers. 3rd ed. Cambridge: Cambridge University Press. Moody, D. J. (2002). Undergoing a process and achieving a product: A contradiction in educational drama. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.135-161). Westport, Conn; London: Ablex Publication. Sam, W. Y. (1990). Drama in teaching English as a second language: A communicative approach. The English Teacher, XIX July. Retrieved from melta.org.my/index.php/11-melta-articles/151-drama-in-teaching-english-as-a-second-language-a-communicative-approach Schewe, M. L. (2002). Teaching foreign language literature: Tapping the students’ bodily-kinaesthetic intelligence. In G. Brauer (Ed.), Body and language: Intercultural learning through dram a (pp.73-95). Westport, Conn; London: Ablex Publication. Shier, J. H. (2002). The arts and the foreign-/second-language curriculum: An interdisciplinary approach to actively engage students in their own learning. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.183-207). 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Ultimate Local Scholarships Guide How to Find and Win Them

Ultimate Local Scholarships Guide How to Find and Win Them SAT / ACT Prep Online Guides and Tips You may already know a lot about some of the big, popular, national scholarships - programs like the Gates Millennium Scholarship, the Coca-Cola Scholarship, McDonald’s Scholarships, and so on. If you’re interested in applying for scholarship money, it’s definitely easiest to start with awards that you already know about. But if you only focus on these big awards, you could be missing out on a lot of cash. Local scholarship awards may be smaller than the most famous scholarship programs, but there are so many awards out there that it would be silly not to look into local options. Here, I’ll talk a bit about how these local awards differ from the national ones and why it’s important that you consider these smaller scholarships. Then, I’ll talk about how you can find scholarships in your community. I’ll end with tips and strategies for submitting the best possible applications for local scholarship awards. Keep reading if you want to win the most local scholarship money possible! How Are Local Awards Different From National Ones? The scholarships you may already have heard about offer some seriously large monetary awards: The Gates Scholarship covers all unmet need through college; the average annual award through 2014 came to about $12,500. The Coca-Cola Scholars Foundation Scholarship gives winners $20,000. The McDonald’s HACER Scholarship gives $100,000 over four years. With big payouts like these + name-brand recognition, you’re going to come up against a lot of competition for these awards. This doesn’t mean you shouldn’t apply for them - it just means you should also look into local awards. What Makes Local Awards So Great? Local scholarships, by definition, are going to be targeted towards a smaller pool of potential applicants. The award amount may be smaller - they’re probably not funded by international private organizations - but they also will be less competitive.That means you often have a much better chance of receiving an award! There are some other serious advantages that come with focusing on local scholarships: First, it'll probably be easier for you to seek out personalized information and feedback about available scholarships. This is because you have resources available to you in the form of guidance counselors, teachers, or community leaderswho may know about local programs.This means you're more likely to find awards that are a good fit for you. Second, becauselocal scholarshipsare relatively small (on average), you may find that their application processes are less intensive than thoseof the huge, national awards. This means it may be easier for you to apply for the awards you're interested in. Are you convinced yet that you should check out some small, local scholarships? If so, keep reading! How to Find Local Scholarships in Your Community There's no one way to go about looking for local scholarships, but there are a lot of different resources for you to take advantage of. The following tips and strategies will help you find as many appropriate local awards as possible. Talk to Your Guidance or College Counselor Your guidance and college counselors are awesome resources. They tend to be very plugged into info on local awards and scholarship programs, and because they also (presumably) know you, they may be able to point you to awards that arethe best fit for you. You'll make a good impression on your counselor if you’re proactive andspeak to herabout awards.This will help you learn about local awards, of course, but it'll also be helpful when it comes time to find references forcertain scholarship applications. Guidance and college counselors often write great letters of recommendation. Focus on Local Community and Cultural Centers Community and cultural centers are hubs of local activity. If there are any popular local scholarship programs available, these centers may have information on them. They may even offer scholarships themselves! Take Advantage of Online Resources The College Board's scholarship databaseis a great place to start looking, even when it comes to local awards. The databasemay not have info on extremely limitedorvery small scholarships, but it does include state-based awards. Another thing to keep in mind is this resource doesn’t just list scholarships based ongeography - itconsiders allsorts of relevant group affiliations that may affect scholarship eligibility. In addition to looking atthe College Board's website, you'll want to do your own experimenting with looking for scholarships online. Start with some trial and error with Google - for example, search for "scholarship [your town]," "scholarship [your county]," "scholarship [your state]," or "scholarship [group affiliation]." Independent online research is key tofinding local awards. Submitting the Best Applications for Local Awards If you already have some local scholarship programs in mind (or even if you’re still looking), it’s important to submit the best scholarship applications possible to maximize your chances of winning money. Each local program is likely to have its own application, criteria, submission deadline, and administrative protocols. Keeping track of all of this information and actually completing the applications will be a pretty significant commitment on your end. As such, you want to make sure each application is appropriately submitted - you don’t want to put in a ton of work and not have anything pan out because you didn't follow instructions! The following tips will help you optimize your success rate in applying for local awards. Step #1: Make Sure You Meet All Eligibility Criteria This is a big one - small awards are likely to have smaller, more specific target audiences, so you don’t want to waste your time applying for a scholarship that you have no chance of winning. Chances are you'll be automatically disqualified if you don't meet all criteria, regardless of your other accomplishments. If you have any questions about eligibility criteria, or if they’re unclear, contact the scholarship program ASAP so that they can clear things up. Step #2: Ask Yourself If You're a Good Fit This is related to the previous tip - because smaller local awards might be targeting smaller groups of students with specific interests, strengths, or backgrounds, you’ll want to assess whether you’re a good fit for the award before applying. For example, let's say you find an award for scholar-athletes. If you'revery strong academically but the last sport you played was JV lacrosse freshman year (and you sat on the bench for most games), you probably won’t be a competitive applicant. It might be prudent to skip an application like this even if you technically meet all eligibility requirements. Ultimately, you'll want to look for scholarships that fit best with your strengths. You may not be an ideal scholar-athlete, but maybe your time spent volunteering with local nonprofits would make you a competitive applicant for a community service award, for example. Your "fit" for a specific program is perhaps more important than your raw accomplishments. Step #3: Emphasize Your Ties to the Scholarship and the Community Local scholarship programs are typicallycreatedand run by local people who are invested in students in their community. Boost your chances of winning local scholarships by emphasizing your connection to this community. You'll want to start by thinking abouthow you conceptualize this "community." What is the group that the scholarship program is targeting, and how are you a part of it? If you're looking at a state-wide scholarship, it’s likely to be state-funded. You don't necessarily have to get too gung-ho about how much you love your state of residence. If you're looking at a scholarship based on some other geographical area (e.g. your city, town, or county), spend some time brainstorming about what this community means to you, how you’ve participated in it, why you value it, etc. You don’t have to gush about it in your application, but if you have an opportunity to write an essay make sure to emphasize these connections. If you're looking at a scholarship based on a non-geographical community (e.g. a local organization, religious or interest group, etc.), you’d take the same sort of strategy as above. Do your research on the group’s mission and values if applicable. You’ll want your application to be congruent with these values. For example,if you’re applying for a community service award, talk about how the scholarship would help you further serve your community in the future. If you’re applying for a scholarship that’s awarded in memory of another individual, learn about that person! Chances are that family friends of that person are the ones going over applications. Do you sharecommon interests and values? Step #4: Complete All Parts of the Application Before you even start a scholarship application, read through all the paperwork tomake sure you'reable to provide everythingthat's required. For example,if the scholarship is due tomorrow and the app asks for a letter of recommendation, it’s probably not going to happen. Plan on submitting the application exactly as itsrules state,even if the program is old school and asks you to fax the application or something silly like that. Common application componentsinclude: The application itself, including demographic information Application essays Financial information (for need-based scholarships) Academic information, like transcripts and test scores(for merit-based scholarships) Letters of recommendation Other supporting documentation (e.g. records of volunteer hours) Step #5: Make Sure to Meet the Deadline Submitting a scholarship application late doesn’t make a good impression, and it’s likely to disqualify you. Don’t wait until the last minute to submit a scholarship either - you don’t know if you’ll have technical issuesor missing paperwork that might delay the process. Give yourself time to fix your application if you come across any issues. If you have to ask for letters of recommendation, give people 3-4weeks advance notice. You might want to account for even more time if you are asking for recs during the â€Å"busy season† (around late fall). Final Tips for Success Hopefully, you're now all set to start looking for those awesome local scholarships.In order to optimize your chances of success, it's better to start sooner rather than later - a big chunk of awardsare meant for high school seniors, so it's ideal to start your research early on in your junior year. This gives you plenty of time to organize everything you need to submit successful applications. If you're already a senior, don't despair! There still may be scholarships out there for you. Just make sure to be especially mindful of deadlines, as they may come up pretty quickly. Finally, make it your mission to apply to several scholarship programs (and not just local ones, either). Don't put all your proverbial eggs in one basket by just applying for a single award, no matter how great of an applicant you are. Good luck, and go get 'em! What's Next? There are so many different types of scholarship programs out there. If you're just starting your research, it's smart to familiarize yourself with your options before submitting any applications. Start by checking out our guides to the top scholarships for high school juniors and seniors. You'll also want to read our article about the easiest scholarships to apply for - these applications can be completed in no time! Finally - tying into my comment earlier in the article about different kinds of communities - you might also want to look at our guide to the best scholarships for minority students. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Struggle in Fairy Tale Essay Example | Topics and Well Written Essays - 500 words

Struggle in Fairy Tale - Essay Example Realism makes a story appealing to the reader (Moore 1995). However, realism seems very minimal in fairy tale prose. This realism is concerning about the action/reaction relativity in the story setting of the situation in the fairy tales.Somehow their unrealism can be credited for by the given struggle to them by its authors. Also by the very characterization of the characters that speak and reacted unexpectedly that made the story less credible.An interesting story mostly relies on the reaction from the action given or from the struggle that the main character dealing with as a conflict. Literature scholars have been discussing and affirming this literary concept.In the matter of the fairy tale concept, it was traditionally formulated that the functions of the characters serve as the stable "serve as stable, constant elements in a tale, independent of how and by whom they are fulfilled", according to Russian Scholar Vladimir Propp (Lefavole. Org 2008). He also said that it has been observed that the number of function in the fairy tale is limited and its sequence of function is often identical (Lefavole. Org 2008).Study says that changing the obstacle or danger of the story could also affect the reaction of the character. Thus the changes in the story then able to comply to the expected realism that critical reader would highly appreciate or prefer.

Neuroscience Article Example | Topics and Well Written Essays - 2000 words

Neuroscience - Article Example the center 4 tiles), the amount of time a rat spent in the center of the field (i.e. the center 4 tiles), and the number of tile crossings all indicated that rats treated with LiCl had indeed reduced risk taking, locomotor activity and exploratory behavior when undergoing the open-field test compared to sodium chloride (NaCl) treated control rats. Note, the tendency of the rat to cling and spend much time on the walls of the test apparatus indicates a high level of anxiety or fear. On the contrary, a less fearful rat portrays the tendency of greater exploration within the experiment apparatus. As such, the rats that had been injected with LiCl spent much time on the walls of the apparatus – a sign of increased fear and high level of anxiety. The results obtained in this test were in agreement with other studies previously conducted. Laboratory observations have suggested an interaction between lithium chloride (LiCl) and exploratory behavior of rats. Studies have confirmed that LiCl administration tends to suppress locomotor activity in rats (Johnson et al., 1972). An open field apparatus was used to observe the exploratory behavior and the movement of the rats one hour after the injection of LiCl. The purpose of the present study was to examine the effects of LiCl on risk taking, exploratory behavior, and locomotor activity of rats. The behavioral pharmacology test conducted was aimed at seeing the effectiveness of Lithium chloride on the various specimens used and their response. The experiment used Lithium Chloride as the main ingredient and sodium chloride as the control solution. The main objective of the experiment was an observation of the effects of taking against not taking Lithium chloride and on the other hand taking sodium chloride. We used an Open Field Apparatus from whence we could observe the behavior of the rat immediately after the injection with the drug.