Language Learning Strategy Instruction Education Essay

Language Learning Strategy Instruction Education Essay Language learning strategies are the conscious thoughts and actions taken by learners to achieve a learning goal (Chamot, 2004). On the other hand, Language Learning Strategy Instruction (LLSI) or better known as learner training is a key way for teachers to help learners learn autonomously. It includes two important areas. They are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore, 2004). This article provides an overview of language learning strategies instruction and discusses the definitions, importance, past and recent research, types of language learning strategies instructions, employing language learning strategies into their daily language classroom and models of language learning strategy instruction. Keywords: language learning, definitions, importance, research. types, models Introduction Language learning strategies are employed by learners to complete listening, vocabulary, speaking, reading, and writing activities presented in language lessons. When a task has to be completed or a problem need to be solved, language learners will use metacognitive, cognitive or social/affective strategies that they possess to attend to the language learning activity (Oxford, 1990). While experienced language learners can approach language learning problems in a systematic way and are successful in selecting appropriate strategies to complete a language-learning task, novices may be less efficient at selecting and using strategies to task (OMalley Chamot, 1995). Irrespective of language learning experiences, both groups of learners will need instruction on how to use strategies efficiently to develop their language learning and language performance (Wenden, 1987, OMalley Chamot, 1995, Cohen, 1998,). One way to guide learners towards the effective use of learning strategies is to i ncorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita, 2003). This article addresses the following questions: What are the definitions of language learning strategy instruction or LLSI? What does past and present research say about language learning strategies instruction? What are the types of language learning strategy instruction? What are the models of LLSI? How to integrate LLSI into a language classroom? Definition of Language Learning Strategies Instruction Language Learning Strategy Instruction (LLSI) is also known as strategy training, learner training, learning to learn training, learner methodology training and methodological initiation for learners (Oxford 1990). Language learning strategy instructions are the initiation, structuring and control of the singular individual steps as part of the whole language learning process. In other words, language learning strategies instruction is the operationalization and implementation of strategies to improve the progress in developing language skills (Green Oxford 1995). LLSI are also procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness (Chamot 2005). According to some scholars, LLSI is a key way for teachers to help learners learn autonomously. It includes two important areas. These are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore 2003). Tudor (1996) describes LLSI as the process by which learners are helped to deepen their understanding of the nature of language learning and to acquire the knowledge and skills they need in order to pursue their learning goals in an informal and self-directed manner. The Importance of LLSI Research shows that learners who receive LLSI or strategy training generally learn better than those who do not, and that certain techniques for such training are more beneficial than others (Oxford 1990). Lee (1995) in her study pointed out that second language learner can become more autonomous in the language learning process. The results not only showed that students gained better final exam grades than mid term exam grades but also confirmed the previous studies by OMalley et al (1985b). Her findings also revealed that language learning strategies instruction for second language learner is an efficient means for helping college students at the beginning level. With strategy training, students can learn how to study a second language, improve their learning and language skills, monitor and evaluate their performance, and become more aware of what helps them learn the language they are studying (Cohen 2000). By examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. Besides, less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell Harris, 1999). Research on Learning Strategies Instructions Research on language learning strategy instruction has been interested in verifying the effectiveness of particular strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance (Kinoshita, 2003). Cohen and Aphek (1980) trained learners of Hebrew on how to recall new words by using paired associations and found that learners perform better in recalling tasks when they form associations (Ellis, 2002). In a study by Weinstein (1978), students in the ninth grade were trained to use a variety of strategies and apply them to reading comprehension and memory tasks. The positive results showed that students trained in elaboration strategies significantly outperformed the students who received no training (OMalley Chamot, 1995). Wenden (1987) describes that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Dadour 1996) tell us that language learning strategies are teachable and training language learners to use selected learning strategies can lead to positive effects on task performance in the language learning process. Research on strategy instruction has also investigated the instructional sequences used by language instructors to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although each participating instructor had an individual way of providing learning strategy instruction (OMalley Chamot, 1995), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity (Kinoshita, 2003). Research by Robbins (1996) and Grunewald (1999) provides insights into instructional sequences and teaching approaches. Robbins (1996) renders a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto, Japan. As a framework for strategy instruction, he used the Problem-Solving Process Model. Students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson are modeling, explaining, encouraging, and prompting the use of strategies. Grunewalds action research (1999) shows evidence of how strategies instruction can been integrated into foreign language lessons. Grunewald developed an optional supplementary system of useful language learning techniques or strategies. Supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these language strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction includes awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring Types of Language Learning Strategies Instruction Language learning strategies instructions can be taught in at least three different ways namely awareness training, one time strategy training and long term strategy training (Oxford, 1990). Awareness training Awareness training is also known as conscious raising or familiarization training. In this situation, participants become aware of the language learning strategies and the way these strategies can help them accomplish various tasks. This training should be fun and motivating so that participants can expand their knowledge of strategies. Participants can be teachers, students or anyone else interested in language learning processes (Oxford 1990). One time strategy training One time strategy training involves learning and practicing one or more strategies with actual learning tasks. This kind of training normally gives the learners information on the value of the strategy, when it can be used, how to use it and how to evaluate the success of the language strategy. This training is suitable for learners who have a need for a particular and targeted strategy that can be taught in one or a few sessions. In general, this strategy is not as valuable as long-term training (Oxford 1990). Long term strategy training Long term strategy training involves learning and practicing strategies with actual language tasks. Students learn the significance of a particular strategy, when and how to use it, how to monitor and evaluate their own performance. Long term training is more prolonged and covers a greater number of strategies. This strategy is most likely to more effective than one time training (Oxford 1990). LLSI Models Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition (OMalley Chamot, 1990). Instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities. LLSI Model by OMalley and Chamot OMalley and Chamot (1990) model is based on cognitive theory. The Cognitive Academic Language Learning Approach (CALLA) is designed to develop the academic language skills of limited English proficient students in upper elementary and secondary schools. The theoretical model on which CALLA is based, suggests that language is a complex cognitive skill. It requires extensive practice and feedback in order to operate at an autonomous level. The CALLA lesson plan framework incorporates learning strategy instruction, content area topics, and language development activities. Learning strategy instruction is both direct and embedded. In CALLA, new learning strategies are introduced and familiar ones are practiced (OMalley Chamot 1990). CALLA lessons include both teacher directed and learner centered activities. They specify three types of objectives, namely, content objectives, language objectives, and learning strategy objectives. Each CALLA lesson is divided into five phases: preparation, presentation, practice, and evaluation and expansion activities (refer to Figure 1.1). Theses phases are often recursive and the teacher may wish to go back to earlier phases in order to clarify or provide additional instruction. Preparation Expansion Activities Evaluation Presentation Practice Figure 1.1 LLSI Model by OMalley and Chamot (1999) Preparation In the preparation phase, the teacher finds out , through brainstorming, what students already know about the concepts in the subject area to be presented and practiced, what gaps need to be addressed and how students have been taught to approach a particular type of learning activity. The lessons objectives are explained to students and new vocabulary is developed. The learning strategies most commonly taught in this phase are elaboration, advance organization and selective attention (OMalley Chamot 1990). Presentation In the presentation phase, new information is presented and explained to students in English that is supported by contextual clues such as demonstration and visuals. Teachers make sure that students comprehend the new information so that they will be able to practice it meaningfully in the next phase of the lesson. Some of the learning strategies taught and practiced in this phase are selective attention while listening or reading, self monitoring, inferencing, elaboration, note taking, imagery and questioning for clarifications (OMalley Chamot 1990). Practice The practice phase of the lesson is learner centered. Students engage in hands on activities to practice the new information they were exposed to in the presentation phase. The teacher acts as a facilitator in helping students assimilate the new information and use it in different ways. Cooperative leaning in heterogeneous teams is particularly effective during the practice phase, as students can work together in small groups to clarify their understanding of the information previously presented. The learning strategies in this phase are self monitoring, organizational planning, resourcing, grouping, summarizing, deduction, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification (OMalley Chamot 1990). Evaluation In this phase, students check the level of their performance so that they can gain an understanding of what they have learned and any areas they need to review. Evaluation activities can be individual, cooperative or teacher directed. Learning strategies practiced in the evaluation phase are: self evaluation, elaboration, questioning for clarification, cooperation and self talk (OMalley Chamot 1990. Expansion activities In the expansion phase, students are given a variety of opportunities to think about the new concepts and skills they have learned, integrate them into their existing knowledge frameworks, make real world applications and continue to develop academic language. This phase also provide the opportunity to exercise higher order thinking skills such as inferring new application of a concept, analyzing the components of a learning activity, drawing parallels with other concepts, and evaluating the importance of a concept or a new skill. LLSI Model by Oxford Oxfords eight-step model (refer to Table 1.1) for strategy training focuses on the teaching of learning strategies. It is especially useful for long term strategy training. It can also be adapted for one-time training by selecting specific units. The first five are planning and preparation steps, while the last three involve conducting, evaluating and revising the training. Table 1.1: Strategy Model by Oxford (1990) Determine the learners needs and the time available Select strategies well Consider integration of strategy training Consider motivated issues Prepare materials and activities Conduct completely informed training Evaluate the strategy training Revise the strategy training Step 1: Determine the Learners Needs and the Time Available The initial step in a training program is to consider the needs of the learners and determine the amount of time needed for the activity. Consider first who the learners are and what they need. Are they children, adolescents, college students, graduate students or adults in continuing education? What are their strength and weaknesses? What learning strategies have they been using? Is there a gap between the strategies they have been using and those learners think they have to learn? Consider also how much time learners and learners students have available for strategy training and when learners might do it. Are learners pressed for time or can learners work strategy training in with no trouble? Step 2: Select Strategies Well First, select strategies which are related to the needs and characteristics of learners. Note especially whether there are strong cultural biases in favor or against a particular strategy. If strong biases exist, choose strategies that do not completely contradict what the learners are already doing. Second, chose more than one kind of strategy to teach. Decide the kinds of compatible, mutually supporting strategies that are important for students. Third, choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks. Fourth, choose strategies that are easy to learn and valuable to the learner. In other words, do not include all easy strategies or all difficult strategies (Oxford 1990). Step 3: Consider Integration of Strategy Training It is most helpful to integrate strategy training with the tasks, objectives, and materials used in the regular language training program. Attempts to provide detached, content independent strategy training have been moderately successful. Learners sometimes rebel against strategy training that is not sufficiently linked to their own language training. When strategy training is integrated with language learning, learners understand better how the strategies can be used in significant, meaningful context. Meaningfulness makes it easier to remember the strategies. However, it is also necessary to show learners how to transfer the strategies to new tasks, outside of the immediate ones. Step 4: Consider Motivational Issues Consider the kind of motivation teachers will build into a training program. Decide whether to give grades or partial course credit for attainment of new strategy. If learners have gone through a strategy assessment phase, their interest in strategies is likely to be heightened. If a teacher explains how using a good strategy can make language learning easier, students will be more interested in participating strategy training. Another way to increase motivation is to let learners have some say in selecting the language activities or tasks they will use, or let them choose strategies they will learn. Language teachers need to be sensitive to learners original strategy preferences and the motivation that propels these preferences. This means that teachers should phase in very new strategies gently and gradually, without whisking away students security blankets. Step 5: Prepare Materials and Activities The materials that can be used for strategy training are handouts or handbook. Learners can also develop a strategy handbook themselves. They can contribute to it incrementally, as they learn new strategies that prove successful to them. Step 6: Conduct Completely Informed Training Make a special point to inform the learners as completely as possible about why the strategies are important and how they can be used in new situations. Learners need to be given explicit opportunity to evaluate the success of their new strategies and exploring the reasons why theses strategies might have helped. Research shows that strategy training which fully informs the learners, by indicating why the strategy is useful and how it can be transferred to different tasks, is more successful than training that does not. Most learners perform best with completely informed training (Brown et al., 1980a). In the very rare instances, when informed training proves impossible, more subtle training techniques might be necessary. For example, when learners are through cultural influences, new strategies need to be camouflaged or introduced very gradually, paired with strategies the learners already know and prefer. Step 7: Evaluate the Strategy Training Learners own comments about their strategy use are part of the training itself. These self assessments provide practice with the strategies of self monitoring and self evaluating, during and after the training, own observations are useful for evaluating the success of strategy training. Possible criteria for evaluating training are task improvement, general skill improvement, maintenance of the new strategy, transfer of strategy to other relevant tasks and improvement in learners attitude. Step 8: Revise the Strategy Training The evaluation phase (Step 7) will suggest possible revisions. This leads right back to Step 1, a reconsideration of the characteristics and needs of the learners in light of the cycle of strategy training that has just occurred. How to Integrate LLSI into Language Classroom? LLSI may be integrated by teachers into their daily language classroom. LLSI is needed to enhance listening, speaking, reading, or writing course in language learning and teaching. There are three steps in implementing LLSI in the classroom according to Clouston (1997). Step 1 : Study your teaching context Step 2: Focus on LLS in your teaching Step 3: Reflect and encourage learner reflection Step 1: Study Your Teaching Context By observing students behaviour in class, teachers will be able to see what LLS they are using. Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about ones students, their goals, motivations, and LLS, and their understanding of the particular course being taught. Teachers should study their own teaching methods and overall classroom style. One way to do so is to look at their lesson plans and identify if they have incorporated various ways that students can learn the language (Cloustan 1997). Step 2: Focus on LLS in Your Teaching Focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners. Provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course (Gardner and Miller 1996). Step 3: Reflect and Encourage Learner Reflection In implementing LLSI, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in language learning. After each class, one might reflect on the effectiveness of the lesson and the role of LLSI within it. In addition to the teachers own reflections, it is essential to encourage learner reflection, both during and after the LLSI in the class (Cloustan 1997). Conclusion When including strategies based instruction in a second language curriculum, it is important to choose an instructional model that introduces the strategies to the students and raises awareness of their learning preferences; teaches them to identify, practice, evaluate, and transfer strategies to new learning situations; and promotes learner autonomy to enable students to continue their learning after they leave the language classroom (Cohen, 2003). It is important that learning strategies research continue, both in these and other directions, for only through a better understanding of the learning and teaching process can more language learners achieve the level of success that currently characterizes only a small proportion of all students studying a second or foreign language around the world. Language learning strategy instruction can contribute to the development of learner mastery and autonomy and increased teacher expertise, but additional research in specific language learning contexts is essential to realizing its potential to enhance second language acquisition and instruction.

Dmitri Ivanovich Mendeleev :: Essays Papers

Dmitri Ivanovich Mendeleev Dmitri Mendeleev was one of the most famous modern-day scientists of all time who contributed greatly to the world’s fields of science, technology, and politics. He helped modernize the world and set it farther ahead into the future. Mendeleev also made studying chemistry easier, by creating a table with the elements and the atomic weights of them put in order by their properties. Dmitri Ivanovich Mendeleev was born in Tobolsk, Siberia, on February 7, 1834. The blonde-haired, blue-eyed boy was the son of Maria Dmitrievna Korniliev and Ivan Pavlovitch Mendeleev and the youngest of 14 children. Dmitri’s father, Ivan died when Dmitri was still very young and Dmitri’s mother, Maria was left to support her large family. Maria needed money to support all her children, so she took over managing her family’s glass factory in Aremziansk. The family had to pack up and move there. Maria favored Dmitri because he was the youngest child and started saving money to put him through college when he had still been quite young. As a child, Dmitri spent many hours in his mother’s factory talking to the workers. The chemist there taught him about the concepts behind glass making and the glass blower taught him about the art of glass making. Another large influence in Dmitri’s life had been his sister, Olga’s, husband, Bessargin. Bessargin had been banished to Siberia because of his political beliefs as a Russian Decembrist, (Decembrists, or Dekabrists as they were known in Russia, were a group of literary men who led a revolution in Russia in 1825.), so he spent most of his time teaching Dmitri the science of the day. From these people, Dmitri grew up with three key thoughts: â€Å"Everything in the world is science,† from Bessargin. â€Å"Everything in the world is art,† from Timofei the glass blower. â€Å"Everything in the world is love,† from Maria his mother. (Dictionary of Scientific Biography. p. 291.) As Dmitri grew older, it became apparent to everyone that Dmitri understood complex topics better than others did. When Dmitri turned 14 and entered school in Tobolsk, a second major family tragedy occurred-his mother’s glass factory burned down to the ground. The family had no money to rebuild the factory, except for the money that Dmitri’s mother had saved for him to attend a university.

Lincoln and The 1864 Presidential Election Essay -- Government

The 1864 presidential election was one of the important elections in the American History. In the middle of a devastating civil war, the United States had held its presidential election almost without discussing any alternative (American President: A Reference Resource). None of the other Democratic nations had ever conducted a national election during the time of war. While there was still talk going in postponing the election. That was when Lincoln pointed out that America needs a free government and without conducting the election we have ruined ourselves (Boller P.115). So, before even the year had ended United States had gone forward with its voting just as in peacetime. This was one of the deeply anxious election outcomes for both, the Republican and Pro-war Democrats. They both joint together and formed the National Union Party, which re-nominated Lincoln and selected Andrew Johnson, of Tennessee a prominent War Democrats. The campaign of 1864 was noisy and abusive. The threat posed by the Democratic Party, which met in Chicago in August. The Democrats came forward boldly and proclaimed the Civil War a failure, demanded the immediate ending of hostilities, and called for the convening of a national convention to restore the Union by negotiation with the Confederate government (American President: A Reference Resource). The Democrats nominated General George B. McClellan, former commander of Union forces whom Lincoln had fired because of his failure to pursue Confederate General Robert E. Lee's army after the battle at Antietam in 1862. Some of the Radical Republicans were completely against Lincoln’s reelection (Mintz). Lincoln then had asked the congress to seat representative from the three recently conquered Con... ... to George W. Bush. January 2004. Chadwick, Bruce. Lincoln For President. Sourcebooks, Naperville: Illinois, 2009. McNamara, Robert. The Election of 1860 Brings Abraham Lincoln to the White House: Presidential Politics at a Time of National Crisis. Retrieved: March 29th, 2012. http://history1800s.about.com/od/presidentialcampaigns/a/1860election.htm Mintz, S. The 1864 Presidential Election. Digital History. (2007). Retrieved: March 30th, 2012. http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=121 Walsh, Kenneth T. The Most Consequential Elections in History: Abraham Lincoln's Victory in 1864 Led to the End of the Civil War: Lincoln's victory in 1860 triggered the Civil War, and his victory in 1864 allowed him to win it. Retrieved: March 29th, 2012. http://www.usnews.com/news/articles/2008/07/30/the-most-consequential-elections-in-history

Cross-cultural Funeral Service Rituals Essay -- Participant Observatio

As a family member participant in the service, little field preparation was needed. However, the observer did complete the following tasks in preparation for the observation: 1. Reviewed the following resources on participant/non participant observation, ethnography, and the sociology of the African American funeral: Merriam, S. B. (2009). Being a careful observer. Qualitative research: A guide to design and implementation, ch, 6 and Hazell, L. (2013). Cross-Cultural funeral service rituals. 2. Visited the church to review size, space, objects, and arrangement. 3. Selected a small note pad to record notes. 4. Secured a program on January 18, night before service to review. 5. Prepared a list of possible questions and areas to consider in observing. 6. Arrived at church early to be sure to get a seat in an appropriate location for observation. Field Note Taking Process The participant/observer/recorder for the funeral service of Lorena White. The observer used a small note pad and the provided funeral program to take notes. The program was gotten and reviewed the night before the service and used to record anecdotal jotting as the service progressed. The advance review of the program helped in being able to jot down appropriate content rapidly and inconspicuously. It also alerted the observer to look and listen for particular phenomena and events in the service. The note pad contained previously determined observer questions and areas to be used to help determine â€Å"what is transpiring here?† The program was the more efficient for recording in this setting. Upon entering the church the observer selected the seat she considered to be most obscure and which would allow her to visually view the most area while still ... ...es of the other participants, nor did it jeopardized the validity of the data collected and conclusions reached. This field experience certainly allowed the observer to begin to draw preliminary connections to her personal research interest based on what was learned about covert observation, note taking, ethnography study, and qualitative research. â€Æ' Works Cited Hazell, L. (2013). Cross-cultural funeral service rituals. Retrieved from http://www.funeralwise.com/customs/cross-cultural-funerals/#sthash.OeUEeixE.dpuf Kawulich, B. (2005). Participant observation as a data collection method. Sozialforschung / Forum: Qualitative Social Research, 6(2). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430 Merriam, S. B. (2009). Being a careful observer. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey Bass.

All Romances end in Marriage Essay

By this time Bathsheba was in love with Troy or believed she was. Troy also thought he was in love yet it was only infatuation. â€Å"Bathsheba loved Troy in the way that only self-reliant women love when they abandon their self-reliance† This shows that Bathsheba has given up her independence that she relied on in the past for the love of Troy. Hardy changes the character of Bathsheba slightly by falling in love with Troy as she now has given up one of her qualities that she relied on, her independence. Hardy’s readers can see that Bathsheba has changed for love as she is has wrongly fallen in love with Troy. Hardy’s readers know this is wrong and in time things will change, as this is not the cause of true love. Bathsheba and Troy eventually get married and that is when the romance begins to end. The two become less infatuated with each other and start to become bitter. When Troy, Bathsheba and her workforce are celebrating there marriage Troy gets rid of all the women and gets drunk with all the men. Meanwhile Gabriel is outside all night in the storm trying to save the harvest. Bathsheba is greatly thankful for what he has done â€Å"Thank you for your devotion a thousand times Gabriel! † Hardy shows yet again that Gabriel is the right man for Bathsheba through his loyalty, devotion and general good and decent nature. The reader knows that Bathsheba is with the wrong man and hopefully it is only a matter of time before her and Gabriel get together. When it is discovered that Fanny is dead, Gabriel is the first to look at the coffin and notices that it says â€Å"Fanny Robbin and child† Gabriel rubs out and child as he knows the child is Troy’s and he does not want her to get hurt as he cares for her. Liddy then informs Bathsheba that there is a rumour going about Weatherbury â€Å"I mean that a wicked story is got to Weatherbury within this last hour-that-that there’s two of’em in there† Bathsheba’s curiosity overwhelms her and she decides to open the coffin. Hardy then uses poetry to tell the reader that there is a baby there â€Å"A curious frame of natures work, A flow’ ret crushed in the bud, A nameless piece of babyhood,† When Troy comes in and discovers that Fanny is dead he kisses her and the baby. Bathsheba begs Troy to kiss her which shows her insecurity as she gave up her independence for him and now she wants to rely on but she knows that he still loves her. After he says â€Å"you are nothing to me† she runs out. Hardy has finally shown the true character of Troy. He is an incredibly nasty person to say this to his wife and now the reader knows it. The way he has treated Bathsheba all this time is unforgivable. Although Hardy has portrayed him as this malicious character he has proved that he did love Fanny and did not just use her for sexual pleasure. Troy eventually decides to get away from everything and fakes his own death. This is where Boldwood comes in to play again. He is still obsessively in love with Bathsheba and in doing so his farm is doing very badly. He makes a proposal to Bathsheba of marrying him in six years after Troy is officially declared dead. â€Å"Well then, do you know that without further proof of any kind you may marry again in about six years from the present- subject to nobody’s objection or blame? † Boldwood forces this offer upon Bathsheba and in the end she has to say that she will give him an answer at he Christmas party. Bathsheba. Although she believes her husband to be dead she does not have along time in which she would cease to do things due to bereavement, she carries on and is cool and level headed. This shows yet again how she is in comparison with other women in the 19th century. Normally she would be expected to bereave, it would be her role but not Bathsheba she is different and more modern than other women. During the Christmas party Boldwood asked Bathsheba for her answer and she reluctantly said yes â€Å"Very well. I’ll marry you in six years from this day if we both live,† Boldwood was delighted and he then gave her a ring, which she was forced, to where for that night. Soon after they got back to the party Hardy brought a great thrill to the novel as Troy showed up to the party, cloaked. When Troy tried to grab Bathsheba, Boldwood shot him dead. With Troy dead and Boldwood in prison the reader now knows that Hardy has left a big opening for Bathsheba’s heart. The only man left and the most decent man is Gabriel Oak. Finally Hardy gives the readers what they have wanted through out the whole novel. Gabriel asks Bathsheba to marry her and she accepts, they are soon married and the novel ends happily. Throughout this novel Hardy has shown three different types of love, obsessive, infatuation and true love. Hardy is trying to say that there are many types of love, some are not real but there is one type that is real and that is true love. True love being the type of love where you love the person for who they are not just what they look like. Hardy also shows that Bathsheba resembles a 20th century woman more than a 19th century woman. She is modern and she is very independent. Her independence is one of her main qualities along with her vanity, which slowly faded away.

A Boy Called It

The deficits David Pelzer will have to overcome according to biological and environmental foundations and emotional and social development will deal primarily with the neglect he suffered as a child.This environmental history will play a major role and an obstacle at being accepted into new schools, new families and in any future job he holds.   He will have to come to terms with the ‘normal’ relationships children and parents have as opposed to his neglected childhood upbringing by not only his mother, but the social service system and foster families.The way in which David experience mental health is through the actions of his mother.   His mother, Catherine Roerva, tortured David both physically and emotionally by not even considering him a son, or a human being but an ‘it’.As such her mental health made it impossible for her to raise her child and instead her disease (and her alcoholism) made her torture him, not feed or clothe him and basically not treat him as a son not to mention a person, â€Å"SMACK, mother hits me in the face and I topple to the floor.   I know better than to stand there and take the hit.   I learned the hard way that she takes that as an act of defiance, which means more hits or worst of all no food.I regain my posture and dodge her looks as she screams into my ears†(Pelzer 3).   To a young child, such experiences of mental health make it detrimental to truly experience anything normal for his sense of normalcy is warped due to his exposure of these horrific experiences.Although David did have one of the worst childhood abuse cases in the state of California (he was caged in the basement, not allowed to eat, and was threatened physically almost daily) he did end up in the child welfare system where he tried to adjust to a new life outside of his mother’s abuse.Finally at the age of 12 David was taken from his mother’s care thanks to the help of school teachers and other authori ties and at that time he entered into the social welfare system through foster care.   In this system David experienced other types of both horrible and kind human activity for which he goes into detail with his other book entitled The Lost Boy: A A Foster Child’s Search for the Love of a Family.On the issue of biological deficits, David Pelzer may have to face the fact that his mother neglected him after he was born,Genetic counseling is a communication process designed to help couples assess theirChances of giving birth to a baby with a hereditary disorder and choose the best course of action in view of risks and family goals.As such, David’s mother, given the choice may not have had her son because of her own actions which was detrimental to his health.   In David’s case, it is not a hereditary disorder but more of an environmental disorder that he has in him.Works CitedPelzer, David. (1995).  Ã‚   A Boy Called It.   HCI. 1995.Wall, Charles M. (April, 1975). Child Abuse: A Societal Problem   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   with Educational  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Implications. Peabody Journal of Education. 52 (3). 222-225.  

Marketing Communication Strategies Essay

This week’s discussion focuses on integrated marketing communications. Companies use various promotional tools in order to design successful integrated marketing communication strategies. Please respond to all of the following prompts in the class discussion section of your online course: Explain how the promotional tools used by an airline would differ if the target audience were (a) consumers who travel for pleasure, or (b) corporate travel departments that select the airlines to be used by company employees. Instructions: The minimum expectation for class discussions is to respond directly to each part of the discussion prompt and to respond to at least two other posts, either by a student or instructor, by the end of the week: 1. Submit one main post responding directly to each part of the discussion prompt. This should be a substantive response to the topic(s) in your own words, referencing what you have discovered in your required reading and other learning activities. 2. Reply to at least two posts. Responses can be made to students or to your instructor. 3. Responses to other individuals’ posts should: Expand on their ideas Discuss the differences between your thoughts and theirs Explain why you agree or disagree To post your main response to this topic, click the blue Respond button below. To respond to a classmate or your instructor, click the blue Respond button below his/her post. Respond This section lists options that can be used to view responses. Collapse All Print View Show Options Responses Responses are listed below in the following order: response, author and the date and time the response is posted. Sort by Read/Unread Sort by Response Sorted Ascending, click to sort descending Sort by Author Sort by Date/Time* Collapse Mark as Unread Week Nine Instructor operation 3/9/2014 12:31:43 AM Hello Everyone, Welcome to week nine of class. Hold on – Not much longer now! We are almost there, after this week will only have three weeks left. Congratulations on making it this far in the course, you have done an exceptional job thus far. I look forward to the next few weeks of class, which will of course go by way to fast for me. I like that most everyone is taking me up on my offer to make up missing work or make corrections on work and resubmitting the assignments. Keep all of the work coming my way and keep focusing on your goals. This week we will work on integrated marketing communications. This is where companies use various promotional tools in order to design successful integrated marketing communication strategies. It will be another fun week and I look forward to hearing your ideas on this subject. If you have any questions, issues, complaints or need any help please let me know.