.

Thursday, February 28, 2019

Linguistics Plus Essay

A. The Backround Of Study In the preceding chapters , linguals has been discussed in the main as the scientific ascertain of linguistic subroutines. According to this view, linguistic is a theoritical, precis, pedantic reduce. It describes the nature of forgiving transportion practise in scientific ground and linguistics be see to belong to contrary schools of cerebration and to pay competing linguistic theories. We capture seen what this view of linguistics has to contri preciselye to address t apieceing. on that point is another view of linguistics which cuts across every last(predicate) schools of linguistic thought and is common ground among all linguistics.In this view,linguistics is abody of attitudes and knowledge which result from the exact of things a interchangeable(p) nature of spoken communication as a communicative, social activity delivery in the individual , his speech mechanism and mental capacities for talking to wrangle in society vari eties of langu eon , the rigorous description of peculiar(prenominal) run-ins , etc . This common ground the linguistics is immediately relevant to whole scope of oral communication teaching . B. The Formulation Of Study Based on the backrgound of field of force that explained, we levelulate both(prenominal) problems that pass on be explained in this discussion, at that place argon 1. What is the meaning of psycholinguistics? 2. What is terminationinology encyclopaedism? 3. is the graduation spoken communication in social classation the resembling as commencement exercise row acuisition? 4. What is the interference from L1 in learning L2? C. The Perpose Of piece of music To obtain a foc theatrical roled, it is necessary to tell the purpose of this piece of music. The purposes of writing this paper are 1. Make the readers know about(predicate) Psycholinguistic , nomenclature accomplishment , First and indorse lecture, Motivation in L2 learning , and Langu e yepatch Interference. 2. astute the different amongst First and Secong Language D. Research Of Methodology.There are many methods that can be used in educational research, such as historical method, descriptive method, experimental method etc. We use the description method in order to meet the purpose of the research. CHAPTER 2 LINGUISTIC PLUS (CHAPTER 6 IN BOOK) A. PSYCHOLINGUISTICS PSIKOLINGUISTIK As its name suggests, psycholinguistics is a field study that combines psychology and linguistics. The term itself was coined in 1951. Though the study had been going on eveb in the ordinal century in the form of the study of quarrel ontogenesis. It includes a broad variety of topics that are of involvement to language teachers.Some of these are how language is received and produced by language user our memory span of language motive in language learning how L1 Habits interface with L2 learning billingualism and mental development the use of language in concept fundamental la w and language acquistion or development. Seperti namanya, psikolinguistik adalah studi lapangan yang menggabungkan psikologi dan linguistik. Istilah itu sendiri diciptakan pada tahun 1951. Meskipun penelitian telah terjadi bahkan pada abad kesembilan belas dalam bentuk studi perkembangan bahasa.Ini mencakup berbagai macam topik yang menarik bagi guru bahasa. Beberapa di antaranya adalah bagaimana bahasa diterima dan dihasilkan oleh pengguna bahasa memori kita rentang bahasa motivasi dalam belajar bahasa bagaimana Kebiasaan L1 antarmuka dengan pembelajaran belajar L2 dan perkembangan mental penggunaan bahasa dalam pembentukan konsep, dan akuisisi bahasa atau pembangunan. B. style ACQUISTION TRANSISI BAHASA The last mentioned topic is currently being oft investigated by TG grammarians because their linguistic surmisal admits such on the language producing ability of human beings.It is thence of interest to them, as it is to teachers, to find out how language is acquired. ( it ma y be noted at this point that they make a distinction amid language achievement or development and language learning . The initial language or female parent tongue is acquired, while the atomic number 16 language is knowing. ) Topik terakhir yang disebutkan saat ini sedang diselidiki oleh banyak tatabahasawan tradisional grammar karena teori linguistik mereka membuatnya seperti bahasa dapat menghasilkan kemampuan manusia.Oleh karena itu sangat menarik bagi mereka, terutama untuk guru, untuk mengetahui bagaimana bahasa diperoleh. (Mungkin terdapat pada bahasan ini bahwa mereka membuat perbedaan antara penguasaan bahasa atau pengembangan dan pembelajaran bahasa asli atau bahasa ibu yang langsung diperoleh, sedangkan bahasa asing harus dipelajari. ) There are two theories of language science the cognitive-code learning conjecture f-voured by the transformational generative linguists and the fit out-formation hypothesis of the structural linguists.The garment-formation suppo sition is in work the aplication of learning theory to language acquisition. It involves conditioning and reinforcement to shape a response until it is wish the simulation . An example mat make the process clear. An infant may accidentally produce what sound like mummy ,on his babbling and the mother reinforces this by smiling , kissing, cuddling him.. This encourages him to produce the sounds again and the nearer they approach the word mama , the more pleasure the mother shows until the tike learns to say the word positionly every time with speech to her.The whole process is described as shaping the response and change it by selective reinforcement. The response is encouraged to recur or strengthened by the smile or nod , or whatever is reinforcing to the child. reiterate occurences of the response from habit. Imitation plays as important a role as repetition in the theory. The child imitates the adults he hears and is again reinforced for correct responses. This theor y of language acquisition is based on the view that language is behaviour that results from habits and habits are form by practice and repetion.Ada dua teori akuisisi bahasa teori belajar kode kognitif mempelajari teori f-voured oleh ahli bahasa transformasi generatif linguistik dan teori-kebiasaan hasil pembentukan ahli bahasa struktural. Teori formasi kebiasaan yang pada kenyataannya aplikasi dari teori belajar akuisisi bahasa. Ini melibatkan pengkondisian dan penguatan untuk membentuk respon sampai seperti model atau contoh yang ada, misalnya sebuah kaset untuk membuatnya sebagai contoh. Contoh lain adalah Bayi yang dapat menghasilkan sebuah kata yang terdengar seperti mama, saat mengoceh dan ibunya memperkuat ini dengan memberikan senyuman, mencium,atau memeluk dia .Hal ini dapat mendorong dia untuk menghasilkan suara lagi dan semakin dekat dengan kata mama yang sebenarnya, respon senang yang ditunjukan ibunya itu terus ditunjukan hinngga anak belajar mengucapkan kata kata denga n. Seluruh proses yang digambarkan sebagai pembentuk respon dan penguatan dengan penguatan selektif. Respon yang didorong untuk muncul kembali atau diperkuat oleh senyum atau anggukan, atau apapun yang dapat memperkuat kepada anak untuk melakukan sesuatu. Kejadian yang diulang dari respon dan dari kebiasaan.Permainan meniru sama penting peranannya sebagai teori. Anak meniru orang dewasa, ia mendengar lagi dan diperkuat oleh respon yang diberikan orang disekitarnya. Teori pemerolehan bahasa didasarkan pada pandangan bahwa bahasa adalah perilaku yang dihasilkan dari kebiasaan dan kebiasaan yang dibentuk oleh praktek dan pengulangan. The cognitive-code learning theory states that language is territorial dominion-governed behaviour and that in language acquisition, the infant learns the set of rules that will produce the sentences of the language. How does he arrive at the set of rules?TG grammarians say human beings are born with a language acquisition device (LAD), which enables the child to form a series of hypotheses about the language which he hears , as he grows up. At each stage in his language development he tests his hypothesis (the set of rules he has formulated so far) against what he hears ( the language data) and revises it harmonisely , until he reaches adult competence. But what does the LAD contain of? The theory is that it consists of those linguistic universals to be found the deep, deep structure of all languages.There is no agreement or certainty yet about what these universals are a incision from thefact that they m aginginess be certain abstract syntactic and semantic categories and relationships, though there may be a neurophysiological basis in the brain. Examples of such relationships which aim been postulated are those between noun and verb as in case grammar that between subject and predicate and catagories like NP , VP , Adv.These universals are said to be introduce in the structure of all languages but each language realises the m in different route in surface structure and language learning consists in learning how it is done in that particular language .The linguists are making cross-cultural studies of language acquisition in order to get evidence of linguistic universals, but the data collected so far are noneffervescent sketchy though certain features in language appear in about the same sequence and at about the same age all over the world. Teori Kode kognitif belajar menyatakan bahwa bahasa adalah aturan aturan perilaku dan bahwa dalam akuisisi bahasa, bayi mempelajari seperangkat aturan yang akan menghasilkan kalimat bahasa. Bagaimana ia bisa sampai pada seperangkat aturan?Tatabahasawan TG mengatakan manusia dilahirkan dengan perangkat penguasaan bahasa (LAD), yang memungkinkan anak untuk membentuk serangkaian hipotesis tentang bahasa yang ia dengar, saat ia tumbuh. Pada setiap tahap dalam perkembangan bahasa, ia menguji hipotesis tersebut (seperangkat aturan yang telah dirumuskan sejauh ini) terh adap apa yang ia dengar (data bahasa) dan merevisi (menerjemahkan artinya), sampai ia mencapai kompetensi dewasa. Tapi apa saja penyusun LAD itu ?Tidak ada kesepakatan atau kepastian tentang apa saja penyusun LAD tersebut dan tak ada yang terlepas dari kenyataan bahwa orang orang universal linguistik harus memastikan kategori sintaksis dan semantik abstrak, meskipun mungkin ada dasar neurofisiologi di otak. Contoh hubungan tersebut yang telah disebutkan adalah antara nomina dan verba seperti dalam tata bahasa, bahwa antara subjek dan predikat, dan kategori seperti NP, VP, Adv. Itu dikatakan terdapat dalam struktur dari semua bahasa, tetapi setiap bahasa menempatkan mereka dengan cara yang berbeda dalam struktur permukaan dan pembelajaran tertentu.Para ahli bahasa membuat studi lintas-budaya , untuk mendapatkan bukti yang umum tentang linguistik, tetapi data yang dikumpulkan sejauh ini masih samar meskipun fitur tertentu dalam bahasa muncul di sekitar urutan yang sama dan pada sekita r usia yang sama di seluruh dunia . The teacher of irregular language needs to take of these two theories of language acquisition since they have castn rise to schools of thought on language teaching. If language acquisition is a matter of habit formation, then the language teacher must concentrate on capital punishment.Let the pupils imitate a model and give them plenty of pattern drill to establish habits of behaviour. Reinforce them gor correct responses and elimitate amiss(p) responses by a lack of reinforcement. Let them learn inductively, inferring the rules for themselves after much practice rather than receiving the rules for explanations at the begining. If, on the other hand, language acquisition is a matter of learning a code, then the language teacher must ensure that the pupils internalise the rules yhat will enable them to produce sentences.Explanations of the sentences structures and overt knowledge of the rules must then play a larger rule in language teaching. Para guru bahasa kedua perlu mengambil dari kedua teori pemerolehan bahasa karena mereka telah melahirkan aliran pemikiran pengajaran bahasa. Jika akuisisi bahasa adalah ma salaat pembentukan kebiasaan, maka guru bahasa harus berkonsentrasi pada kinerja. Biarkan siswa meniru model dan memberi mereka banyak bor pola untuk membangun kebiasaan perilaku. Memperkuat mereka tanggapan gor benar dan elimitate tanggapan yang salah oleh kurangnya penguatan.Biarkan mereka belajar induktif, menyimpulkan aturan untuk diri mereka sendiri setelah banyak latihan daripada menerima aturan untuk penjelasan di awal. Jika, di sisi lain, penguasaan bahasa adalah masalah belajar kode, maka guru bahasa harus memastikan bahwa siswa menginternalisasi yhat aturan akan memungkinkan mereka untuk menghasilkan kalimat. Penjelasan dari struktur kalimat dan pengetahuan eksplisit aturan kemudian harus memainkan aturan yang lebih besar dalam pengajaranbahasa. How is the language teacher to decide between the two theo ries of language learning? What grammatic theory is most useful to language teachers?To answer these questions, i would just like to refer the reader to the paper by J. B Carroll that i cited in chapter 1. In that paper he says. it would be pretentious to try to express an opinion on which of the various grammatical theories is most vailed. Different grammatical theories have somewhat different goals in general. I believe that language teacher should evaluate grammatical theories in terms of the degree to which they comform to the linguistic habits that veritablely enable a language user to emit and take in the language. Bagaimana guru bahasa untuk memutuskan antara dua teori pembelajaran bahasa?Apa teori tata bahasa yang paling berguna untuk guru bahasa? Untuk menjawab pertanyaan ini, saya hanya ingin merujuk pembaca untuk kertas oleh JB Carroll yang saya dikutip dalam bab 1. Dalam kertas yang katanya. Itu akan sok mencoba untuk mengekspresikan pendapat yang dari teori gramatika l berbagai paling vailed. Teori tata bahasa yang berbeda memiliki tujuan yang agak berbeda secara umum. Saya percaya bahwa guru bahasa harus mengevaluasi teori tata bahasa dalam hal sejauh mana mereka comform ke kebiasaan linguistik yang benar-benar memungkinkan pengguna bahasa untuk berbicara dan mengerti bahasa .As for theories of language learning. Carroll suggest a synthesis of the two. I am inclined to agree with him that neither a pure audiolingual habit theory nor a pure cognitive-code learning theory can be comprehensive and correct. Each of the theories contains elements of truth, and each therefore to some degree vilify or incomplete. We need to extract what is valuable for each theory and put them together. Carroll calls the synthesis cognitive habit-formation theory. Adapun teori belajar bahasa. Carroll menyarankan sintesis dari dua.Saya cenderung setuju dengan dia bahwa baik murni kebiasaan teori audiolingual atau murni kognitif-kode teori belajar bisa tidak lengkap d an benar. Setiap teori mengandung unsur kebenaran, dan masing-masing karena itu untuk beberapa derajat yang salah atau tidak lengkap. Kita perlu untuk mengambil apa yang berharga bagi teori masing-masing dan menempatkan mereka bersama-sama. Carroll menyebut sintesis kognitif kebiasaan-formasi teori. The audiolingual habit theory is correct in that language behaviour is partly a matter habits.The audiolingual method with its emphasis on pattern practice and formations of habits take flight out of favour because the theory made the wrong assumtions about that kinds of habits to form and how to form them. Instead of forming habits that have to do. For instance, with substituting words in sentences or with changing one kind of sentences into another. teacher sould form functional habits.The diffferent between the two is that the former takes no account of language ude in actual situations (where is the occasion for substitution for tables in real lifespan outside the schoolroom?) whi le the latter does. For example, in teaching commands and requests, it is not enough to present the learners with statements to be changed into commands or requests.The comment is the sentence in the case. In forming fumctional habits the stimulus is the situations, the intentions and the listener. In situation A, if you need athletic supporter you just shout help in situation B, you may say, please help me or could you steer me? in situation C, you may say, would you mind helping me? and so on. Teori Kebiasaan audiolingual benar dalam perilaku bahasa adalah kebiasaan sebagian materi.Metode audiolingual dengan penekanan pada praktek pola dan formasi dari kebiasaan jatuh dari nikmat karena teori membuat assumtions salah tentang hal itu jenis kebiasaan untuk membentuk dan bagaimana membentuk mereka. Alih-alih membentuk kebiasaan yang harus dilakukan. Misalnya, dengan mengganti kata-kata dalam kalimat atau dengan mengubah satu jenis kalimat menjadi lain. Guru arwah membentuk keb iasaan fungsional.The diffferent antara keduanya adalah bahwa mantan tidak memperhitungkan bahasa ude dalam situasi yang sebenarnya (di mana merupakan kesempatan untuk substitusi untuk tabel dalam kehidupan nyata di luar kelas?)Sedangkan yang kedua tidak. Sebagai contoh, dalam mengajar perintah dan permintaan, itu tidak cukup untuk menyajikan peserta didik dengan pernyataan yang akan diubah menjadi perintah atau permintaan. Stimulus adalah kalimat dalam kasus ini. Dalam membentuk kebiasaan fumctional stimulus adalah situasi, maksud dan pendengar. Dalam situasi A, jika Anda memerlukan bantuan Anda hanya berteriak membantu , Dalam situasi B, Anda mungkin berkata, tolong bantu saya atau bisa Anda helm saya? , Dalam situasi C, Anda mungkin berkata, bisakah kau membantu saya dan sebagainya?.Carroll also points out that the audingual habit theory wrongly assumed that practice and repetion were significant factors in the formation of habits. Although practice and repetition have certain r oles to play, they are not crucial in learning. Succesive repetition of the same response is, in fact, generally the wrong way to stamp in a habit there are few kinds of learning where this is effective. Evocation of the response on a scrap of aperiodic, widely-spaced occasions, with interpolation of different material in the intervals, is a much more effective method has been insufficiently employed in pattern drills.Carroll juga menunjukkan bahwa teori kebiasaan audingual salah diasumsikan bahwa praktek dan pengulangan adalah faktor penting dalam pembentukan kebiasaan. Meskipun praktek dan pengulangan memiliki peran tertentu untuk bermain, mereka tidak penting dalam belajar. Pengulangan berturut dari respon yang sama, pada kenyataannya, umumnya cara yang salah untuk cap di kebiasaan, ada beberapa jenis belajar di mana ini efektif. Kebangkitan dari respon pada sejumlah aperiodik, luas-spasi kesempatan, dengan interpolasi dari bahan yang berbeda dalam interval, adalah metode yang j auh lebih efektif telah kurang digunakan dalam latihan pola.The element of truth in the cognitive-codelearning theory is that a knowledge of the facts and formal rules of the language can really be of help in guiding the learner to form the right language habits. However, knowledge of the rule alone is of on avail unless the learner is inclined opportunities to form the habits in the way suggested above. Forthermore, the facts of the language should be presented in a form easy to understand, and appropriate to the learners age and ability. move up rule should be illustrated with a number of concrete examples.Unsur kebenaran dalam teori kognitif-codelearning adalah bahwa pengetahuan tentang fakta-fakta dan aturan formal bahasa benar-benar dapat membantu dalam membimbing peserta didik untuk membentuk kebiasaan bahasa yang tepat. Namun, pengetahuan tentang aturan saja dari pada berhasil kecuali pelajar diberikan kesempatan untuk membentuk kebiasaan dalam cara yang disarankan di atas. Forthermore, fakta bahasa harus disajikan dalam bentuk yang mudah dimengerti, dan sesuai dengan usia peserta didik dan kemampuan. Aturan abstrak harus diilustrasikan dengan sejumlah contoh konkret.C. introductory AND SECOND LANGUAGE LEARNING PEMBELAJARAN BAHASA PERTAMA DAN KEDUA A question often discussed with ask to game language learning is whether it is the same as first language acquisition. The answer depends on the stage at which the second language is learned. If it is learned at an early age before the first language is well mastered, or almost at the same time with the first language then second language learning parallels first language learning. If it is learned at a later stage in the formal school setting, there are several observable differences.First of all, the child is exposed to the first language all his waking hours while he probably hears the second language only during the class hour. Secondly, there is a big difference in motive. A child learning his fi rst language is strongly prompt because his needs and wishes are satisfied by the use of language and his assure of his environment and himself increases with his increasing mastery of his mother tongue. Not only this, but emotional and social ties are created by his use of the first language. The second language seldom takes such function when it is learned as a subject in the curriculum.Thirdly, as the child learns the first language he is also learning the concepts, while in learning the second language he seldom has to form reinvigorated concepts except where these are immaterial to his own culture. Finally, the habits established in first language learning draw to inhabit and interfere with his learning of the second language. It is also claimed that there is a critical period for language acquisition which extends up to puberty. But according to Carroll the evidence for a critical period and decline in language acquisition ability during the middle school years is not st rong, however, and make up if there is some decline.I am not persuaded that one must appeal to biology to explain it. (p. 109) Krashen has since confirmed Carrolls view. Suatu pertanyaan yang sering dibahas terkait dengan pembelajaran bahasa kedua adalah apakah pembelajarannya sama dengan akuisisi bahasa pertama. Jawabannya tergantung pada tahap di mana bahasa kedua dipelajari. Jika dipelajari pada usia dini sebelum bahasa pertama benar-benar terkuasai, atau hampir bersamaan dengan bahasa pertama, maka pembelajaran bahasa kedua sejajar dengan pembelajar bahasa pertama. Jika dipelajari pada tahap berikutnya dalam bentuk sekolah formal, ada beberapa perbedaan yang diamati.Pertama-tama, anak terkena bahasa pertama selama dia terjaga sementara dia mungkin mendengar bahasa kedua hanya selama block up sekolah. Kedua, ada perbedaan besar dalam motivasi. Seorang anak belajar bahasa pertamanya sangat termotivasi karena kebutuhan dan keinginannya terpuaskan dengan manfaat bahasa dan kendal i lingkungannya dan dirinya sendiri meningkat dengan meningkatnya penguasaan bahasa ibunya. Tidak hanya itu, tapi hubungan emosional dan sosial terciptaka oleh penggunaanya terhadap bahasa pertama. Bahasa kedua jarang memenuhi fungsi tersebut bila dipelajari sebagai subjek dalam kurikulum.Ketiga, ketika anak belajar bahasa pertama dia juga belajar konsep, sedangkan dalam mempelajari bahasa kedua jarang ia harus membentuk konsep-konsep baru kecuali konsep-konsep itu asing bagi budayanya sendiri. Akhirnya, kebiasaan-kebiasaan pada pembelajaran bahasa pertama cenderung menghuni dan mengganggu pembelajaran bahasa kedua. Hal ini juga menyatakan bahwa ada periode kritis bagi penguasaan bahasa yang meluas sampai masa puber. Tetapi menurut Carroll bukti untuk periode kritis dan penurunan kemampuan akuisisi bahasa selama pertengahan masa sekolah tidak kuat, bagaimanapun, dan bahkan jika ada beberapa penurunan.Saya tidak yakin bahwa seseorang harus menarik biologi untuk menjelaskannya (hal. 1 09). Krashen sejak mengkonfirmasi pandangan Carroll. There is one respect in which learning a first language is similar to learning a second language it is in the process itself. Just as the small child makes generalisations and says foots or goed, so the Malay learner of English as a second language may over-generalise and say foot of the throw away when he means the horizon. In second language learning there is also imitation and modelling, just as there is in first language learning.Ada suatu kecocokan dimana pembelajaran bahasa pertama mirip dengan belajar bahasa kedua yaitu dalam proses itu sendiri. Sama seperti anak muda yang membuat generalisasi dan mengatakan foots atau goed, begitu pula pelajar Melayu yang belajar Bahasa Inggris sebagai bahasa kedua mungkin over-generalisasi dan mengatakan foots of the sky ketika ia bermaksud mengatakan the horizon. Dalam pembelajaran bahasa kedua ada juga imitasi dan modeling, seperti yang ada dalam pembelajaran bahasa pertama. D. motiv e IN L2 LEARNING MOTIVASI DALAM PEMBELAJARAN L2It was mentioned above that there was a difference in indigence between first and second language learning. It is the lack of motivation that produces little or no difference in scholarly person performance in response to improved teaching methods or materials. This problem of motivation in second language learning has been studied and two kinds of motivation have been distinguished. One is called instrumental motivation this is when the student learns the second language for instrumental purposes. For example, it may be a compulsory school subject or it may be required for post graduate work, for his passage or for travel abroad.There is no desire on his part to go beyond the language as a tool to fulfil rather limited purposes. The other kind of motivation is called integrative. In this case, the student learns the second language with the desire to identify himself with the native speakers and to enrich his life by contact with ano ther culture. It was found that students with integrative motivation have greater success at learning the second language than those with merely instrumental motivation. Telah disebutkan di atas bahwa ada suatu perbedaan dalam motivasi antara belajar bahasa pertama dan kedua.Ini adalah kekurangan dari motivasi bahwa motivasi menghasilkan sedikit atau tidak adanya perbedaan terhadap prestasi siswa dalam menanggapi metode pengajaran atau materi. Masalah motivasi dalam belajar bahasa kedua ini telah dipelajari dan dua jenis motivasi telah dibedakan. Satu disebut motivasi instrumental yaitu ketika siswa belajar bahasa kedua untuk tujuan instrumental. Sebagai contoh, mungkin suatu subjek sekolah yang wajib atau mungkin diperlukan untuk tugas pasca sarjana, untuk karirnya atau untuk perjalanan ke luar negeri. Tidak adan keinginan pada bagiannya yang melampaui bahasa sebagai alat untuk memenuhi tujuan yang terbatas.Jenis lain dari motivasi disebut integratif. Dalam hal ini, siswa belajar bahasa kedua dengan keinginan untuk mengidentifikasi dirinya dengan penutur asli dan memperkaya hidupnya dengan kontak dengan budaya lain. Ditemukan bahwa siswa dengan motivasi integratif memiliki keberhasilan yang lebih besar dalam mempelajari bahasa kedua dibandingkan dengan motivasi instrumental. E. LANGUAGE INTERFERENCE GANGGUAN BAHASA Another tone of psycholinguistics that is directly relevant to second language teacher has been touched upon in discussing contrastive analysis. That is, the study of interference from L1 in learning L2.The theory is that in learning L1 certain habits of perceiving and perform have to be established and the old habits tend to interlude and interfere with the learning, so that the student may speak L2 with the intonation of his L1 or the word order of his L1, and so on. We noted in the last chapter that though such interference does occur, not all errors in L2 learning can be accounted for by interference from L1. L2 learning like L1 acquisition appears to proceed by stages when new bits of the language are awry learned, giving rise to what has been called interlanguage.Aspek lain dari psikolinguistik yang secara langsung relevan dengan guru bahasa kedua telah disinggung dalam pembahasan analisis kontrastif. yaitu, the study of interference from L1 in learning L2. Teorinya adalah bahwa dalam belajar L1 kebiasaan dalam mengamati dan performing harus dibentuk dan kebiasaan lama cenderung selingan dan mengganggu pembelajaran, sehingga siswa berbicara L2 dengan intonasi L1-nya atau urutan kata L1-nya , dan seterusnya. Kami mencatat dalam bab terakhir bahwa meskipun gangguan tersebut tidak terjadi, tidak semua kesalahan dalam pembelajaran L2 dapat dipertanggungjawabkan oleh gangguan dari L1.pembelajaran L2 seperti akuisisi L1 muncul untuk melanjutkan secara bertahap ketika bit baru dari bahasa tidak dipelajari secara sempurna, sehingga menimbulkan apa yang disebut interlanguage. CHAPTER III CONGCLUTION From chapter 2 in this r eport , we make some point 1. Psycholinguistics is a field study that combines psychology and linguistics. The term itself was coined in 1951. Though the study had been going on eveb in the nineteenth century in the form of the study of language development.It includes a great variety of topics that are of interest to language teachers. 2. theory of language acquisition is based on the view that language is behaviour that results from habits and habits are formed by practice and repetion. 3. If the second is learned at an early age before the first language is thoroughly mastered, or almost simultaneously with the first language then second language learning parallels first language learning. If it is learned at a later stage in the formal school setting, there are several observable differences. different motivation. Emotional and social ties are created by his use of the first language. Meanwhile, The second language seldom fulfils such function when it is learned as a subject i n the curriculum. When we Learn first language, we also learn the concepts, while in learning the second language we seldom has to form new concepts except where these are foreign to his own culture. 4. The old habits tend to interlude and interfere with the learning, so that the student may speak L2 with the intonation of his L1 or the word order of his L1, and so on.

Korean College Students Reading Strategies Essay

1. INTRODUCTIONKorean universities happen upon a mannequin of polar approaches to ensure college bookmans obtain a strong level of slope proficiency during their education. This is why m any university side of meat classes use authentic writings indite for native position speakers. on that point ar a mixed bag of utilize resources journal articles, research reports, thesis, online catalogues, databases, and internet materials. The number of English professors and universities that pick out to use authentic material is increasing. translation material authentic English textbook screwing be a burden for EFL learners. Kern (1994) mentioned that judgement texts written in a foreign style is a signifi beart altercate for most students. To understand texts,a majority of ratifiers not only translate a foreign spoken communication into their find tongue, plainly also use meetation to grasp the squargon centre of the field of study, and content related to their p rior association.When learners gamble authentictext, they tend to take the text for granted, not questioning the text or thinking about it in new(prenominal) styluss. umteen college students take aim antecedently been taught to read in range to solve the question without understanding the deeper importee of the textand what turns the writer.In English education in Korea, interpret is debateed as decipher the meaning of a written text to get cognition and discipline. Thus, it is graphic that course session activities in English textbooks focus on just acquiring information and grasping the content of the textbooks. That is why instructions from the t all(prenominal)er, breeding strategies, and the schoolroom English recital textbook play important roles in cooking the learner how to read critic tout ensembley and gaining a full wisdom of what they read.Many studies in trice or foreign lyric version fork out investigated how piece or foreign speech readers deal with texts when indicant in the target delivery (Block, 1996 Sheorey&Mokhtari, 2001). Meanwhile, the cognitive coveres involved in exercise comprehension in a import or foreign lyric poem atomic number 18 equivalent to those in the start language (Cummins, 1994), though constructing meaning in the warrant language is more than demanding. While second language (L2) readers may think cognitively in education, they norm eachy face more difficulties in L2 drill because of their lack of grammar companionship, limited language, or disparate cultural minimises, all of which impede comprehension. Many researchers like Chesla (1998), Cunningham and Stavonich (1997), Eskey (2005), and Hudson (2007) are interested the cognitive ocessesinvolved in learning comprehension, and moderate conducted a lot of research on powerful exercise lessons, recital materials, and students interlingual rendition attitude.Ko (2005)found that students necessitate to employ veritable kind s of strategies in coiffure to posit their translation skills (1) They need to improve breeding through ample teaching (2) they need to find interesting content for motivation (3) they need to nurture content knowledge in non-homogeneous areas (4) they are giveing to improve their spoken skills (5) they want to improve their general writing skills and (6) they need to increase their vocabulary knowledge. In this research, I will analyze whether Kos (2005) strategies and activities that teachers think are effective can be applied to gain adaptation comprehension. narration strategies are referred to as the mental operations that are involved when readers approach a text effectively and make sense of what they read as well as what they do when they are lost while class period (Barnett, 1998 Block, 1986).As a part of lot readers to better comprehend L2 texts, some techniques or skills associated with reading proficiency have been examined. Many researchers have been devi sing experiments about reading strategies. Some of these reading strategies range from skimming, scanning, scopeual guessing, activating abstractta, and identifying text structure, all of which are considered to be effective in enhancing comprehension (Block, 1986 Kern, 1994). Moreover, the Survey of reading Strategies, cognise as SORS, introduced by Mokhtari and Sheorey (2002) will be adapted for use in this research project. This SORS has trey major strategies international reading strategies, conundrum solvent strategies, and support strategies.For the students reading strategies, Korean college students tend to use the support reading strategy when they read the global reading strategy is least preferred.However, research findings do not find a substantial gap among the three major strategies of SORS. This indicates that Korean students are not afraid of utilise different reading strategies, and do not limit themselves from receiving other perspectives. Teachers, who teac h reading strategies, prefer one of the three main SORS strategies more. They use the global reading strategy most meanwhile, they areunlikely to use the support reading strategy in the classroom, or even to recommend it to students.In this study, the researcherfocuses on Korean college students attitudes and preferences for utilize reading strategies, and the native English teachers attitude towards inform reading, and the teachers preferences of reading strategies for teaching reading. Moreover, the researcher also investigates students reading difficulties and their expectations. The main research questions are as followsFor Korean college students1. Which reading strategies do Korean college students like to useand think effective in helping them to improve their reading comprehension skill? 2. What are the difficulties and problems that inhibit their effective reading comprehension? For native English teachers3. Which reading strategies do native English teachers like to teac h and think are effective in helping students to improve their reading comprehension skill? 4. What are the difficulties and problems that inhibit you from teaching reading strategies effectively?2. LITERATURE REVIEWReading is an all-important language skill that is now in more demand than in any time in our history. With the exposure of the Internet in a global arena, students need to master reading in order to understand the long knowledge the world embraces them with. It has been said that the literate adult today is reading more in one week than their great-grandfather did in a whole year (Swalmand Kling, 1973). This fact places pressures on the student to perform reading at a higher level than the student before them.Reading is the best way to absorb content materials and to increase critical thinking skills. It is also a hidden process that often goes unnoticed in the language classroom.In addition, reading is also a complex activity, where the goal is to construct text meani ng based on opticly encoded information(Anderson andNunan, 2007). In the jump language (L1) reading, readers use only one language, whereas in the second language (L2) reading, learners have at least two languages to deal with. On the contrary, readingin a first or second language contextinvolves the reader, the text, and interaction in the midst of the reader and the text (Rumelhart, 1977). Although reading in the L1 shares numerous important raw material elements with reading in a second or foreign language, the process also differs greatly. Intriguing questions involve whether there are two parallel cognitive processes at work, or whether there are bear on strategies that accommodate twain first and second language.Although on the surface first language and second language are different, readers can apply visual lingual and cognitive strategies that they readily use in their first language reading to helper in their L2 reading. Whether the readers are reading in their fi rst or second language the reading strategy operates in the same way the readers tonicity at the page and the print, then use their knowledge of sound or figure relationships, order, grammar, and meaning to predict and confirm the meaning.In short, when readers have well-developed first language reading strategies, they can learn a second language more easily and rapidly.Students should have effective reading skills in their first language to economic aid their reading comprehension in a second language.2.1. L1 ReadingL1 reading is reading in the readers mother tongue. Reading contexts in general require knowledge of content prescribed and linguistic schema. Reading is also a meaning-making process which involves an interaction in the midst of the reader and the text.Recent theories in second language reading breed that the L2 learners first language skills are very important when they learn a second language (Hakuta, 1986 Krashen, 1982). One of the main reasons supporting thi s claim is that when students have well-developed first language skills, they can acquire second language skills more rapidly. Cin one casepts which were readily and strongly developed in their first language scholarship become accessible skills to learn a second language. This process is what is known as common underlying proficiency as described by Cummins, 1994.Although on the surface the two languages are different, readers can apply visual linguistic and cognitive strategies that they also use in their first language reading, to read in an L2 (Ovando, 2005). This means in both languages readers look at the page and the print, and then they use their knowledge of sound or symbol relationships, order, grammar, and meaning to predict and confirm meaning. There are four elements that are important in reading comprehension in every in L1 or L2 (1) whether the readerreads a lot and is familiar with reading in other language (2) the length, fictional character, and language difficu lty of the text (3) whether the reader uses the global reading, problem solving, or support strategies and (4) fluency. In L1 reading, researchers have emphasized two factors potentially influencing readers processing strategies the type of material that will be read and the intent or goal for which a text will be read.2.2. L2 ReadingSecond language reading is one of the four skills in get the hang a foreign language. Seond language reading is gathering the syntatic and semantic processes as well as vocabulary, which include speed of letter naming, phonological processes, orthographic processes, and working memory. In addition, background knowledge also takes part in L2 reading comprehension (Malley, 1990).Moreover, based on Bernhard and Kamil (1995), second language reading comprehension processes have two main crucial variables they are L2 vocabulary and L2 grammatical skills. In addition, there are six elements that intereact and blend together in forging the construct of L2 c omprehension. The six elements are the phonemic/graphemic traits, syntatic feature cognition (grammatical magnate), word recognition, vocabulary, prior knowledge, and metacognition.Reading in an L2 is different from reading in an L1, in that L2 reading is influenced by a variety of factors that are normally not considered in L1 reading (Bernhardt andKamil, 1995). Among these factors, the two most oft used ones to explain L2 reading fluency are readers L1 reading capacity and L2 language proficiency. According to Teillefer (1996), these two factors significantly affect L2 reading comprehension, but to a different extent depending on different reading styles.With regard to importance and actual division of the above-mentioned two factors to L2 reading, there are two conflicting hypotheses The Linguistic Threshold Hypothesis and the Linguistic mutuality Hypothesis. The first guesswork, also known as the Short-Circuit Hypothesis (Clarke, 1979), states that in order to read in an L2, a certain(prenominal) level of L2 linguistic ability is required. In another definition, the L1 reading ability can be exilered to L2 reading only when L2 proficiency is higher than the linguistic threshold. Therefore, a certain amount of linguistic ability is a prerequisite for the transfer to take place. That is, a certain amount of knowledge of L2 grammatical or linguistic skills is necessary in order to allow L1 reading knowledge to assist L2 reading (Bernhardt andKamil, 1995). Based on this hypothesis, it is assumed that without some L2 skills, the L2 readers limited language proficiency prevents their good L1 reading skills from being transferred to L2 reading (Lee, 2000).The second hypothesis is the Linguistic Interdependence Hypothesis, also known as Common implicit in(p) Proficiency (Lee, 2007 and Cummins, 1994),which states that the reading performance in L2 is largely influenced by L1 reading ability, so L1 reading ability transfers to L2 reading. Therefore langua ge skills such as reading and writing in the L1 are interconnected and transferable to L2. This hypothesis proposes that L1 skills and L2 skills are not so different, but at some heavy core they are interdependent or even the same (Bernhardt andKamil, 1995). Hence, once a set of language skills has been acquired, it can be adapted to enhance reading in the L2 context.Despite the conflict of the two hypotheses, it has been acknowledged that each hypothesis is accurate to some extent that both L1 reading ability and L2 language proficiency are important factors to increase L2 reading fluency, and that the harvest of reading refers to the level of understanding, which is considered to be achieved by ones reading ability and various reading strategies that the reader uses. Another finding from grand (2006) states that learning to read in a second language is an wholly different process from learning to read in the first language, and the methods used to teach adult second language l earners should be somewhat different from those that are used to teach children. August also mentions that L2 readers can progress reading proficiency by utilize previously developed L1 reading skills and knowledge to support newly developing L2 language skills. So, in effect, L2 readers need less pedantic training to advance their skills in L2 reading. In other words, the adult L2 learner needs to acquire most of the requisite schoolmanian skills from L2 instruction itself rather than from the transfer of the skills.Although some degree of skill transfer occurs from L1 to L2 for all second language readers, the academic goals of an individual with a sapless L2 background are more dependent upon the newly acquired L2 language skills. Therefore, the L2 stringy requires a curriculum which provides a highly intense focus on L2 language and reading skills. Transfer of L1 skills has a very powerful influence on the acquisition of L2 skills, but umteen adult second language reade rs need a great deal more thantransferred skills to achieve their academic goals.A well-developed L1 reading skill can be automatically transferred to L2 reading, and L2 readers as well as L1 readers contribute to the reading process in a constructive manner. However, there are other aspects that can limit the L2 readers contribution in reading second language material or text, which are language misinterpretation, lack of both background knowledge, and limited resources (Berhardt andKamil, 1995 Block, 1992 Koda, 1989). Therefore, one cannot exclusively assume that L2 readers will be able to interpret text in the same manner as competent L1 readers do (Gass, 1987).2.2.1. Process of ReadingReading processes such as bottom-up, top- big bucks, and interactive, can be used before, during, and by and by reading (Goodman, 1976 Rumelhart, 1977 Smith, 1971). According to Carell andGrabe (2002), L2 readers use different reading processesthan L1 readers do because (1) they are limited in th eir linguistic knowledge (2) they do not have enough cultural and social knowledge that is common in the English content (3) they do not necessarily retrain prior knowledge, which is the root word of understanding English materials (4) they study English for a variety of reasons, including making themselves familiar with English speaking countries, and (5) they use both their first and second language. That is why knowingL2 learnersL2 reading ability and the type of texts will help in choosing reading processes which can make the text better understood.2.2.2.1. Bottom-up processingBottom-up processing is a type of reading process where reading comprehension starts with the fundamental basics of letter and sound recognition, then after builds up to letters, letter clusters, words, phrases, sentences, and longer text, and finally meaning in the order to achieve comprehension. Beginner learners need a strong bottom-up fortune, which includes phonics instruction. In bottom up reading, students start with the basics of letter and sound recognition, drive from morpheme recognition to word recognition, grammatical structures, and sentences in order to achieve basic comprehension. According to Iwai (2007), in bottom-up processing readers focus on letters, sounds, syllables, words, phrases, sentences, and paragraphs. The process of constructing the meaning begins with written words. These learners view reading as beginning with the printed page, continue linearly from visual data to meaning by a serial publication of processing stages.The most typical type that applies to bottom-up processing is intensive reading. Intensive reading involves a short reading passage followed by textbook activities to develop comprehension and/ or a particular reading skill. In an English lesson or in an English language course, this type of reading is often applied for sharpening students L2 knowledge and ability.2.2.2.2. top-down processingTop-down processing is a reading process wh ere readers use background knowledge to predict meaning of the text. They search text to confirm or disapprove the predictions that they made. Within the top-down processing, the teacher should focus on meaning-based activities rather than on mastery of word recognition. By using this process, the reader builds comprehension skills by first applying general information already learned (larger elements) and moving down towards the specifics of the language (smaller elements). In top-down processing, readers make and evaluate experience and background knowledge. Coady (1979) wrote that the top-down processing prototype makes readers use their background knowledge schema and connects the schema with conceptual abilities and processing strategies to accomplish comprehension.University students have to do lot of research which requires lots of reading. This requires extensive reading and top-down reading processing. panoptic reading is also called pleasure reading, free voluntary rea ding, sustained tranquil reading, and supplementary reading (Bamford and Day, 2004 Nunan, 2003). In extensive reading, readers read as many books as they can outside of the classroom, to broaden their comprehension skills in order to get the main ideas or key points they need to imply top-down reading processing. The primary shoot for of using extensive reading as a tool is to encourage students to enjoy reading in English, and thereby increase their motivation to improve their English skills by focusing on the understanding of broader and longer texts rather than the processing of a particular academic text.2.2.1.3. Interactive ProcessingReading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. This strategy is known as interactive processing it is a conspiracy of bo ttom-up and top-down processing which assumes that a pattern is synthesized based on information provided simultaneously from several knowledge sources (Nunan, 2003), and it would include aspects of both intensiveand extensive reading. When put into practice, it is assumed that knowledge acquired from one strategy can constitute for the lack of knowledge from the other strategy. Fluent readers are considered to be those who can efficiently integrate both bottom-up and top-down strategies (Dubin, 1986 Grabe 1991 Murtagh, 1989). Aspects of interactive reading that help readers to interpret the authors meaning are 1) using their prior knowledge, 2) having a purpose for reading, 3) monitoring their understanding, and 4) working within the constraints of the situational context (Walker, 2001).The first aspect is that readers combine what they already know with the information from the text to figure out the authors meaning (JohnandPrice, 2001). This textual information is comprised of p ictures, letters in words, and headings, and the structure of sentences is used combined with prior knowledge (Kerringan, 1979). The second aspect is that readers tend to elaborate on what they read. They make connections using previous knowledge or experience to help them remember and interpret what they are reading. These new connections become part of thereaderss knowledge base. The trey aspect of interactive reading is that readers will continually monitor their understanding to see if it makes sense. These readers actively monitor their understanding through self-questions and various fix-up strategies to repair their comprehension. The fourth aspect is that readers use the situational context (elements given at a present time) to form ideas and adjust their purpose to each reading.2.2.1.4. Interactive-compensatory setThe interactive-compensatory baffle of reading was mainly developed to show how word recognition during reading can be affected by developmental and individual differences in the use of context (Stanovich, 1980). It is different from the bottom-up or top-down model in that in this model, readers process information simultaneously, not step by step. So, it seems that understanding of written and spoken language relies on a equilibrate combination of top-down and bottom-up processing. The readers have to pay prudence to features in the text, orthographic knowledge, semantics, syntax, and lexical (vocabulary) knowledge when reading (Nutall, 2000). Thus, the perceptual-automatic recognition skill celebrated by Grabe (1992) seems psychologically real and theoretically possible, both in toll of Stanovichs statement. Underwood (1982) asserted that when learners have achieved comprehension through practice, attention can be deviated. This interactive-compensatory theory states that all reading skills develop supreme of each other and in a different span of time.The purpose of the interactive-compensatory model is to provide a framework for u nderstanding and improving L2 reading. The interactive-compensatory model includes 5 main components cognitive abilities, knowledge, strategies, meta-cognition, and motivation. Knowledge and regulatory skills such as strategies and meta-cognition are combined into one category because of their close relationship among the components.There are three interrelated components within the model cognitive ability, knowledge and regulation, and motivation (Underwood, 1982). Each of these components could be divided into further subcomponents. For example, the motivation component would include self-efficacy and attribution beliefs. It is assumed in the model that each of the components leads either directly or indirectly to learning.Since all components lead to learning, if a student is lacking in a particular skill (for example, knowledge) it could be stipendiary by greater strengths in other areas.

Wednesday, February 27, 2019

Nothing Is Permanent in This World Other Than Change Essay

Nothing is permanent in this knowledge domain Other than the Change -is a famous proverb. In this mechanical b each all of us are moving towards the pursuit of money having non change surface single second to spare, to think of world. So I would uniform to bring to spotlight 3 most prickling things in my mind, which I think, given a power I will surely change, to relieve oneself the world a better place to live in meagerness according to my view is a thorn in flesh of the world. familiarity in India is very(prenominal) sharply divided between Haves and Have Nots. With all the wealth of the country getting so accumulated in a few hands the rest of the creation find it difficult to even make 2 ends meet. So obvious reason for poverty is statistical distribution of wealth which is too uneven. On one side India is leading money importer in the world, whereas on other side India has most number of population that cannot even afford for a single meal as give tongue to as follows Rich continues to become richer-andPoor continues to become poorer Recent intelligence operation coverage in media focusses fully on Indians and their illegal blackmoney deposited in Swiss and Morocco banks, and a pitiful fact is that most of them having account are politicians of our very own country. Isnt it a big shame for our nation? ruinous effect of poverty include mitigation of crime activities like theft, robbery, smuggling, kidnapping, deception

Mass media doesn’t tell you what to think, but it tells you what to think about Essay

luggage compartment 1According to Stanley J. Barans (2002) definition of Agenda setting, it is a surmisal that argues that the media may not tell us what to signify, but the media tells us what to think ab unwrap. Since the media raftnot tell us what to think, it cannot dictate adepts opinion on a subject. An manikin of this is the subject of taxes. This issue is greennessly discussed by the media, but it is up to the audiences interpretation of higher or lower taxes will get ahead the individual. To further support this claim a study called The Peoples Choice was conducted in 1972 by Maxwell E. McCombs and Donald L. Shaw. These scholars from the University of North Carolina studied the fictional character of lot media in the presidential campaign in the town of chapel service Hill. In the study they selected 100 undecided voters, because this group of bulk were presumptively those most open or susceptible to campaign information. (Dearing and Rodgers,1992, p.6) In a thr ee week period prior to the election these respondents were interviewed. The voters public agenda issues were measured by the survey question what ar you most concerned about these days? This was interpreted as What issues should the brass emphasize much? Out of the 100 voters, the five most common responses were law and order, foreign policy, public welfare, civil rights, and fiscal policy. The media agenda was do up of counting the number of news articles, editorials, and broadcast stories from the nine mass media broadcasters of Chapel Hill. Surprisingly, the results yielded in an almost perfect correlation between the score order of the media agenda and the rank order of the public agenda. Thus importation that the higher number of press a government issue had, the more the public voters ranked the subject being more important. Relating back to the report of Mass media doesnt tell you what to think, but it tells you what to think about, the voters were not told how to vot e (hence they were undecided), but rather the media implemented on what topics to vote for. This can be seen as the media telling the public what to think about.Body 2Furthermore, with the rise of television, radio, propaganda, and advertising, a counter argument may be created. The sodium thiosulfate Needle Theory states that the mass media does tell you what to think. This theory suggests that the population is seen as a sitting duck. Mass amounts of ideas can be implemented corking into the population with the intent for a desired response. The population is sought out to be powerless, and have no choice but to accept the ideas. The people are seen as passive and believe what is told because it is the only source of information. In the event of War of the Worlds that was broadcasted on October 30th, 1938 as a hoax compete a supportive claim to this theory. During the event, a broadcast on the radio was interrupted by a news bulletin. The audience was told that there was an s tranger invasion. Out of the twelve gazillion people who heard the broadcast, only one million people believe it and or reacted to it. Scholars and theorist connect the subcutaneous needle theory and this broadcast together. What makes this argument weak is that eleven million people did not react the way the media intended them too.

Tuesday, February 26, 2019

Father John World Youth Day Speech Essay

The Holy Father commode Paul II starts off his speech by analogizing the young citizenry of the orbit. It is the celebration of the 20th world youth day. The discipline of the next world youth day is we have come to idolisation him. it is a theme that allows young people from all over the world to come in in spirit the path collectn by the Magi, and meet the Messiah. Just homogeneous the Magi the young people be setting out on a journey from every region of the world to go to eau de cologne. You mist be prep ared spiritually, with full faith and hear what God has to say.The besides spring that the Magi made it to Bethlehem was because they allowed themselves to robe guided by the star. It is important to pay attendance to the signs that God is using to call us and guide us. When we are assured that he is leading us then we experience great rapture and a urge to meet him. He started off as piteous to show us his divine glory which we shall achieve in heaven. We are set before the mystery of a God who lowered himself to take on human form to give up his life on the cross. Even though he had great wealth he became vile so that we may become wealthy.Faithfully following the path of our saviour from the time of his birth to the time of his death we can better comprehend the mystery of his love which redeems us. The child innate(p) of Mary is the Man-God. That same rescuer is present in the Eucharist. He offers himself to us as the food of deathless life. As the Magi worshiped him in Marys arms we can worship him in the Eucharist. The Magi gave the Messiah gifts which symbolize true worship. We to offer the gentle coin but it is our freedom to follow him out of love, and responding faithfully to his call. We should be worshippers of the only true God, giving him pride of place in your lives.Sadly thither are people who look for the solution to their problems in religious practices that are non compatible with the Christian faith. Reject the d esire of wealth and the lascivious temptations. Listening to God causes us to make brave choices, and sometimes may be seen as something heroic. Those who are called to serve him in priesthood must not be afraid. Even those who are not baptized are light to attend world youth day. By meeting in Cologne we are becoming better Christian people. This speech that was by bring John Paul II was very good. I feel as if we are just like the Magi in a lot of way. in that location are so many things that the Magi did back then when Jesus was born that symbolizes stuff that we can do in todays world. The for the first time is worshiping the Eucharist as the Magi worshiped baby Jesus. Just like they showed their faith in God and followed the signs that he presented to them, we can follow Gods signs by not ignoring his calls to us to take up priesthood. As the Magi went to Bethlehem to worship the Lord when we to can worship the lord by going to church and participating in religious practic es. If we choose the right choices in life and follow Christ like the Magis did then when can achieve stark(a) happiness.

Reading journal- Parvana Essay

The throw Parvana is intimately an 11-year- doddery girl living in Afghanistan, under the intense Taliban regime. The Taliban ban women from exhalation outside without a man and Afghan women argon forced to wear the burqa at every generation in public. Her family lost virtually e actuallything due to the bombings/ state of wars in Afghanistan. Her bring on sells their remaining family items at the market agency and offers his service of writing and narration and documents for people to polish off a living. The accounting scoop outs a twist as Parvanas father experiences arrested and put in jail beca put on he attended collage in England. Parvana is forced to change her appearance, to look like a boy and succor her family buy products from the market and alike take her fathers place in the market to earn the family some money.Characterisation- is the process of conveying learning about examples. Characters may be presented by means of description, with their acti ons, speech, or thoughts. Details of characterisation might also include descriptions of what a legitimate character wears, looks like, and smells like and so on.Parvana- is the main character in this book. She is a teenage girl living a tough life in a land where women dont have rights. Her father calls her his teensy Malali. Parvana is a confident girl who neer gives up hope.Father- He is an amend man, put to working in the marketplace as a letter proof proof examineer/writer. Father needs to be accompanied by Parvana, as a bomb blew off his leg.M new(prenominal)- Her name is Fatana, she is a loving and caring soul who looks after the whole family. She is also educated and apply to work for the womens Afghanistan association earlier the Taliban took over.Mrs. Weera- She is an old PE teacher who worked with Parvanas m some other. She is a outstanding and very helpful woman who comes to live with the family. She is an independent woman who pushes the family to shake to ugher and often comp ares life to the hockey field, describing the family as a strong team.Shauzia- An eleven-year-old girl, who also works in the market place and dos Parvanas best friend.Homa- A shy girl that Parvana finds hiding in a bombed house. The Taliban murdered her family and she was unexpended to die on the streets. Parvanas family and Mrs. Weera adopt Homa, as she slowly re indemnifys.Setting- The conniption is where the events/ story takes place. There may be more than one put in a novel. The time of an event is also considered as a setting.This book Parvana takes place in capital of Afghanistan, AfghanistanTheme- the main subject that is organism discussed or described in a piece of writingThis book is honest of themes like braveness, perseverance, friendship, adventure, and legion(predicate) a(prenominal) others. But the nearly Coperni push aside theme in the entire novel is courage, As of Parvanas determination and boldness that she is up to(p) to lot wit h the challenges she faces. It is hard to believe that the nave eleven year old of the opening chapters becomes the courageous young heavy(p) that her family must(prenominal) rely on.This courage is first evident when Parvana decides to disguise herself as a boy and republics, In the end, it was in truth her decisionIll do it. This shows us that Parvana realizes that her family is in dreaded need and is imparting to put herself in direct jeopardy for her family. lynchpin c one timeptsDiaspora/Displacement- the voluntary or forcible be givenment of peoples fromtheir steadlands into new regions Refugee / illegal migrants/ migrants/ initiation seekers- people who leave their country in order to escape war, persecution, pilecel disaster or yet to live a better life. outgoer/ immigration- an immigrant is someone mournful into a country and an emigrant is someone moving out or extraneous from a country. Dying or all of a sudden languages/ Mother Tongues- The Language that a mortal has grown up speak from early childhood. Sub- farmings/ cultural landscapes- a cultural group inwardly a immenser culture, often having beliefs or interests at variance with those of the larger culture. Slavery- Slavery- is a system under which people are treated as dimension to be bought and sold, and are forced to work. Terrorism- the unofficial or unauthorized use of violence and intimidation in the pursuit of political aims. Women rights- Womens rights are the rights and entitlements claimed for women and girls of galore(postnominal) societies worldwide Taliban- a fundamentalist Muslim militia in 1995 the Taliban militia took over Afghanistan and in 1996 took Kabul and set up an Islamic government the Taliban enforced a strict Muslim code of sort People/ religion- the belief in and worship of a superhuman irresponsible power, especially a personal God or gods. Wars- a state of armed contradict between contrary countries or different groups within a country.Ref erenceDefinition of key conceptsWar definition of war by the Free Online Dictionary, Thesaurus and Encyclopedia.. 2014. war definition of war by the Free Online Dictionary, Thesaurus and Encyclopedia.. ONLINE accessible at http//www.thefreedictionary.com/war. Accessed 18 March 2014. cerebration about why we read publicationsPeer Interview-Why disturb cultivation books? gives are not only entertaining to read once you get the right one, but extend your skills in so many sweeps including grammar and punctuation and spelling. They boost your imagination and your creativity, and also, in my opinion, give you a different outlook on the world depending on the moral and/or fleck of the story.-How would the ensure of life be different without books? The amazing thing about books is the community that revolves around them, and now with social media, sharing great books has never been easier. sustains give companionship, skills and creativity, so a world without books would destroy a large community of book worms and less creativity in people would be evident, not to mention the grammar and punctuation. -What does literature bring to the human experience that other activities cannot bring? Once you get genuinely into a book, there is in reality nothing like it. The only thing I could compare to the experience of a redeeming(prenominal) book is a movie. When I read a really good book, I have a mental image, almost a mental movie, rolling in my head all the time. I block out distraction and find myself gasping at the ink on the paper.-What mental of books have you been reading over the past year? I have not read as many books as I would have liked to in the last year, mostly due to being wady, but the books I have read have been typically ones aimed at my age group, overmuch(prenominal) as late-teen fiction, mostly action genre.-Do you enjoy reading? Why/why not?I only enjoy reading when I get immersed into a good book, if the book doesnt really grab me early on, typically in the first half, I do not enjoy reading it.-Does reading literature have more than value to most young people now? I regard young people such as myself think literature is no value to them, but they really dont understand how openhanded the word literature extends. Most things they read on the Internet is literature such as quotes they find relatable or the latest celebrity gossip.-Why do teachers push students into reading fiction rather than just non-fiction? Fiction is a fresh change from the reality of non-fiction. Fiction has much more versatility in the way it can let the imagination run free and defecate a story in which grabs the reader-Why do so many cultures place great value on literature? writings is divided and passed around and down through the decades, this is the same across any culture around the world, whether it is through the Internet as previously stated, or through Aboriginal dreamtime stories.-Will books survive this decade? Why/why not?I think books will never go out of fashion they will always be available whether through the physical paper change or the electronic format. They are too much of a strange experience when you get into one to not survive the menstruation decade.EXPLORING TEXTSBookEllis, D, 2002. Parvana. 2nd ed. Kabul, Afghanistan Allen & Unwin. JournalAbirafeh, L, 2003. The Impact of Religion on Women in the tuition Process. CriticalHalf Journal of Women for Women International , Volume 1, part 1, 37-38. NewspaperBengali, S, 2014. Taliban threaten to ack-ack gun Afghan presidential elections. The Guardian, 10 March. WebsiteNo choice for Afghan girls brought up as boys. 2014. No choice for Afghan girls brought up as boys. ONLINE Available at http//www.asafeworldforwomen.org/children/c-central-and-south-asia/children-in- Afghanistan/2191-no-choice-for-afghan-girls-brought-up-as-boys.html. Accessed 13 March 2014. Other (Web article)Zavis, A, 2009. Taliban. Afghan corruption greases Talibans r ise, Online. 1, 1. Available at http//articles.chicagotribune.com/2009-11-21/news/0911210199_1_president-hamid-karzai-opium-trade-taliban Accessed November 21, 2009.Once upon a timeThe informant of the book Parvana draws the reader into the book by putting them straight into the events of Parvans life. It makes the reader more and morecurious about her life and it makes the reader to read more. The story starts off at the market place where Parvana is utter to herself I can read that letter as well as Father can (Pg9), she wouldnt dare to say it out shabby because the man next to them would not want to hear her voice nor doesnt anyone else in the market The Author then goes on to explain the tart rules of the Taliban and how girls are not meant to be outside. The whole book is in a chronological order, it explains their history as we read.Where and when?The novel Parvana is set in Kabul Afghanistan. Afghanistan is located in the Middle East. Afghanistan has been at war since 197 8, when American plump for fighters opposed the soviet0backed government.Before the U.S. invasion, before the Russian war, before the Marxist revolution, Afghanistan apply to be a beautiful place.One of a few American schools in Afghanistan shows just how stable the country once was.The beautiful urban center of Kabul had become a city of ruins and bombed out buildings. Many buildings had become bricks and dust. The restaurants and stores were gone. The streets had many holes in them and cause people to fall.ReferencesHow the city of Kabul changed. 2014. . ONLINE Available at https//mkislibrary.pbworks.com/f/Breadwinner+questions.pdf. Accessed 18 March 2014.Characterisation (who?)ParvanaBeginningMiddle end upBewilderingBraveReliefDissatisfiedCouragesExcited salubriousStrongSafeProudDeterminedAccomplishedTruthfulAdventures gladdenParvana is a very joyful and a strong girl. She is a 13-year-old girl and nothing can bring her down She is also a determined, hard worker. If she has so mething to say she will say it, she demonstrates this as she stands up to the Taliban by saying, break off Stop it (Pg44) and she said this to protect her mother.Through out the book Parvana grows stronger as a person, she went from a girl who barley had the guts to talk, to a person who was the source to the family and took take of everyone.Before the wars Parvana and her family were living in a good and a peaceful life. When the Taliban took over, the whole country suffered. The familyshouse used to be nice, and the parents had come from respected Afghan families. The house was large with servants, and many rooms. A bomb had washed-up the first house, and the family had moved many times until finally they all lived in one small room. Parvana and her friend came up with an estimate of a portable shop by using trays to move their items around. But Money to buy trays, they did something revolting. Parvana took the decision to dig up bones from a graveyard to earn money. There ar e many other events like this that took part in her life.She loves making her own decisions, as you can tell she loves adventures. She has achieved many things, one being working to take care of her family. Parvana is always willing to help out and she is a kind-hearted person.Plot twist (what happens? When? Why? How?)The Events are not really too different from really life, most of the events that take place in the book still happens in Afghanistan. Parvana is a brave girl who stands up to the Taliban, Parvana and her mum were beaten up by the Taliban just for standing up for their rights. An event similar to the story took place last year, a girl was shot by a Taliban for speaking out and attending school.Plot structure Is the sequence of events that make up a story, the bandage usually begins with an exposition,Subplot Is the secondary strand of the plot that is there to support the main plot. A subplot usually involves supporting characters, takes up less of the action and has less solid events occur.Crisis Critical event or vizor of decision which, if not handled in an appropriate and timely manner, a turning point and may turn into a disaster or catastrophe.Resolution It is the point in the stories plot line where the original conflict is solved. The problem in the story is resolved.Complication- complication means to have a problem that makes you have a decision between 2 things.Flashback recalling of a previous event or happening to clarify a current situation in a literary work. It is used to create skepticism in the story.Climax- the most intense, exciting, or important point of in a novel/story.Coda- Is the very last paragraph of a story or a letter which puts the story to an end. Basically the concluding section of a story.Timeline of events that occurred in the book ParvanaPerspectiveThe topic Im going to discuss is when I broke my curfew and came home late. My perspective towards it was that I just couldnt make it any earlier and I missed the bus thats why I was late. But my mums billet towards it was that I broke her go for and disobeyed her by not getting home in time. Her belief was that I dont value her trust as much as she does.First person narration- A point of view in which a story is narrated by one character at a time, taking about themselves. First-person narrators usually use of the pronoun I, as they are talking bout themselves.third Person narration Third person is told from an outside narrators point of view and it uses pronouns such as he or she.Omniscient narration- Allknowing kind of narrator, mostly found in works of fiction written as third person narrative. The omniscient narrator has afull knowledge of the storys and the unspoken thoughts of the various characters.The one event from my book that I choose was when Parvana and Shauzia, see thousands of people huddle into the stadium and catch out the punishment of thieves where they got their hands chopped off. Watching this event through Parva ns eyes was terrific, scary and unbearable, as they are kids and its a very harsh punishment. Watching this through the other men in the force was no too bad because they are used to it, they are used to the Taliban scaring them with events like this as they probably have seen worse before.ReferencesDefinitionsLiterature Glossary. 2014. Literature Glossary. Available at http//www.shmoop.com/literature-glossary/first-person-narration.html. Accessed 19 March 2014.Theme is what the main idea is in the story. Its the subject of the novel.Plot is what a story is all about. Its the general idea on what the readers or viewers must expect to happen in the story.Parvana is full of concepts like courage, kindness, perseverance, friendship, adventure, and many others. In this novel there are a number of themes, but there are three more significant themes than the others. Courage is one of the most important theme in this novel, the determination and boldness that Parvana is able to deal with challenges she faces. A young eleven-year-old girl becomes the courages young adult that her family must rely on. The first sings of courage is shown when Parvana decides to disguise herself as a boy and says. In the end, it was really her decisionIll do it. This shows us that Parvana realizes that her family needs her and theyre in desperate need. Parvans behavior is courageous, as she knows that if theTaliban catches her, she shall be punished, but knows that it is necessary because she is supporting her family.The second most significant theme would have to be kindness. Parvana is a kind willing person she treats others kindly, this includes family, friends and others. An example of one of her act of kindness is that when her sister Nooria was going to some other city she decided to buy her a pen as a gift even though she did not have much money. Parvana had to work very hard in the market to earn the money she made. This demonstrates her kindness. Parvana puts others before he rself, another example of Parvans kindness is her generosity towards strangers. Parvana found a girl named Homa she looked depressed and homeless. Parvana took a Homa to her house and gave her food, provided shelter, and comforted her as much as she could. Not many people wouldve treated a stranger as kind as Parvana treated Homa.The last most important theme in this book is war, as Parvana and her family is living in an area where war is going on and the every choice they make are based on the fact that war is going on. War has destroyed their life and their house, the main aim in this book is to get away from war and live a peaceful life.Packaging for PublicationThe cover design of Parvana highlights the main theme and the setting of the book as you can see its set in a Middle Eastern country as the two ladies besides Parvana are wearing a burqa and she looks like she is hiding from something.When deciding what goes on the front of your book you take into condensation the main the me and the plot of the book and the message your essay to get across to the reader, it also needs to be catchy enough. It should get someone who is walking past take their time to stop and read that blurb at the back of the book. The back should also have pictures to slip by it looking exciting and not blandReferencingArticle about an afghan girl shot down by a talibanPakistan BANS history by Malala, the girl shot by the Taliban for going to school weapons Online. 2014. Pakistan BANS memoir by Malala, the girl shot by the Taliban for going to school Mail Online. ONLINE Available at http//www.dailymail.co.uk/news/article-2497630/Pakistan-BANS-memoir-Malala-girl-shot-Taliban-going-school.html. Accessed 18 March 2014.Themes raised in ParvanaWhat Are the Three Most Important Themes Raised by the unfermented Parvana by Deborah Ellis? College Essays Kevinnathanael. 2014. What Are the Three Most Important Themes Raised by the Novel Parvana by Deborah Ellis? College Essays Kevinna thanael. ONLINE Available at http//www.studymode.com/essays/What-Are-The-Three-Most-Important-430531.html. Accessed 18 March 2014.Book reviewHome The Breadwinner by Deborah Ellis. 2014. Home The Breadwinner by Deborah Ellis. ONLINE Available at http//ss-thebreadwinner.webs.com. Accessed 18 March 2014.

Monday, February 25, 2019

Juvenile Crime Paper Essay

In the new-fashioned rightness agreement guesss in giving a new-made a second chance, and protects their privacy. They excessively compulsion to make sure they receive treatment and support operate rather than retributory punishment. The new-fangled form focuses more on their needfully, and those goals argon met with treatment and renewal so they wont become repetition wrongdoers. After a novel completes their program their records elicit be certain(p) or destroyed once they reach 18. The teen system position in question is to memorise delinquency, whether an act of was violated or not. The system also wants to make sure the best interest of the child is interpreted into consideration, regardless if they ar guilty or innocent. For the most part when a child is in bondage and pending the hearing, they may be released into the custody of a p arnt or guardian. upstarts present closed hearings instead of a trial. The right to a control board does not exist. A ups tart is not arrested they be taken into custody from an order by the judge or complaint.Usually juveniles be just now incarcerated with separate young offenders and in juvenile facilities. In the adult hook system the status question for adults is to determine guilt or innocence. The goal for adult proceedings is to determine offenders guilt or innocence. Pending a trial, an adult can be released through bail, or on their own recognizance. Adult trials are open to the public, and they also discombobulate a right to a jury trial. The trial could last months, and the trial determines guilty or innocence. Adults are ho utilize with other adult offenders in jail or prison facilities. Adults also cede rights to appeal their sentence. Delinquency is the broadest usage, juvenile actions or conduct in entrancement of criminal law, juvenile status offenses, and other juvenile misbehavior. When my son was a juvenile and got into trouble his disgusts made us appear in strawman of a ju dge who decided he was a delinquent, and he would appease in their custody until he completed just about of the programs that were assigned to him.At the time I did not understand much about the juvenile court system. That is why this class and course is so important to me. If only I knew then what I know now about the justice system it would have changed the way I handled certain situations that had to do with my son. post offense is an act or conduct that is declared by statue to be an offense, but only when commit by or engaged in by a juvenile, ad that can be adjudicated only by a juvenile court. Oklahoma County Juvenile Justice Center in Oklahoma County has developed a Community Outreach Prevention Program to advert the fraternity and schools on the topics of Bullies and Weapons. The program want to bring awareness to the community and schools about the effects of Bullies and Weapons.The staff consists of employees from the Juvenile Bureau who work with youth in the Detent ion Center and in Probation Services. The presentations are age, and audience appropriate. The bang of the Juvenile Bureau is To Work with the community to Prevent and Control Juvenile Delinquency. The Juvenile Court Era was a time when childrens needs were recognized, and it led to legislation requiring juveniles to have separate hearings than adults. Later it was also plan juveniles should not have contact with adult offenders. Soon this became the model for juvenile court status throughout other states.A juvenile court was created and they applied the word delinquent instead of using criminal to juvenile offenders. The judges were expected to serve as advocates for juveniles while guiding their development. In 1938, the federal government passed the Juvenile Court Act, which embodied many of the features of the Illinois statue. By 1945, every state had enacted special legislation focusing on the manipulation of juveniles, and the juvenile court movement became well established . There were five philosophical principles that were summarized. (Schmalleger, 2011).1. The state is the parent of the children.2. The children are worth saving without harsh treatment.3. Children should be nurtured4. Their goal plan should be individualized just for them.5. Noncriminal procedure are necessary to give primary consideration to the needs of the child. There are several categories of Children in the Juvenile Justice System. Theses categories are still used today in mostjurisdictions to describe the variety of children subject to juvenile court jurisdiction. 1. Delinquent children are those who have broken the criminal law. 2. unchecked children would be when the child is out of control. 3. Dependent children usually have no one to supervise for them kindred a parent. 4. Neglected children are those who do not receive proper care from their parents. 5. Abused children are those that bide abuse from the very person that is suppose to be taking care of them. 6. Status offender embraces children who violate laws written only for them. I want to talk about the Homicide rate among juveniles. According to the FBIs adjuvant Homicide accounting 1980-2010, and it provides access to more than twenty years of national and state entropy on homicide victims and known homicide offenders.Until I completed some research on juvenile crime I had not realized how much crimes were committed by our youth. This has been going on for a very long time, and I dont think people realize the impact of crime on youth today. These statistics were actually heart breaking. I am really glad I chose to get a degree in this field, because in some way I would love to make a difference. With statistics like this It makes me wonder why we have so many juvenile offenders that elapse to commit crimes after they have reached adulthood. I do not believe that juveniles should be housed with adult offenders. I believe our youth still have a chance at life, and they should not be bli nded by a corrupt repeat offender adult. I think if abandoned the chance adults would try to take advantage of a child to the usher of rape, bribery, joining gangs, committing more crimes, and become career criminals.I would say our children are our future, and not giving up on them is the key to success. When a juvenile gets into trouble some people are so quick to just write them off. Having juveniles incarcerated with adults is like throwing them to the wolves whatever could happen usually does happen. Adults that have been incarcerated for some time prey on new young fish. They are flavour for someone to keep them satisfied by any means necessary. In order for our youth to become productive individuals in society we have to provide the education and the tools that are needed. When a juvenile commit a crime we should first look at why the crime was committed, was it collectable to neglect, abuse, or something like that.Then when we figure out what the problem is rehabilitatio n can be created to reform the juvenile offender, and provide the necessary skills to second them in the future. When juveniles are given a sentence, and they have to be incarcerated for an wide period of time they lose contact with family members and friends. round parents try to be there for their children however they leave them in there to do for themselves. Some parents feel that will teach the juvenile a lesson about acquire into trouble.ReferencesOklahoma county Juvenile Justice Center. (2004). C.O.P Program. Retrieved from http//www.oklahomacounty.org Puzzanchera, C. C., & Kang, W. G. (2012). Easy Access to the FBIs Supplementary Homicide Reports 1980-2010. Retrieved from http//www.ojjdp.gov/ojstatbb/ezashr Schmalleger, F. (2011). Criminal Justice Today An Introductory Text for the 21st coke (11th ed.). Unknown Prentice Hall. U.S. Department of Justice short letter of Justice Programs. (2009). Office of Juvenile Justice and Delinquency Prevention. Retrieved from http// www.ojjdp

Advanced Practice Nurse Essay

The Advanced put on arrest forget play a crucial role in advancement of the health manage system in the United States. There are several factors affecting todays health wield system which allow influenced the future development of the Advanced commit Nurse (APN) role. Some of the major factors include the evolving national and states laws, rapidly maturation and develop population, increasing rates of inveterate diseases in children and adults, and the cost of health give headache. These challenges involve increase need for well trained health bearing professionals (OJN). The Patient vindication and Affordable Care Act (ACA) that was singed into law March 23, 2010 had the greatest partake in healthcare reform in the United States since the creation of Medicare and Medicaid in 1965. This legislation established emphasis on preventive services with center on immemorial care, funds for community health initiatives, and improve flavor of care. It also afforded health ins urance to billions of Americans who are currently uninsured (OJN).The inflow of new patients will stress an already strained healthcare system. consort to the American Academy of Family doctors, by 2020, the United States will need 40 percent more primal care providers . One way to assume the increasing shortage of primary care provider is to enhance and hasten the growth of Advanced Practice Registered Nurse. A government accounting postal service noted that Nurse Practitioner are the fastest growing company of primary care providers . (p-241-242). Nurse practitioners could fill the growing shortage of primary care more quickly than physicians. It only takes encourages 6 years of fostering and training while physicians may require 11-12 years.(health policy) The Advanced Practice Nurse role is also defined by the individual states Rules, regulations and statutes.Advanced Practice Registered Nurse practitioners in most states are remedy fighting their state laws which p revents them from independently practicing without a collaborative agreement with a physician. Currently only 19 states and the District of Columbia allow nurse practitioners to practice independently of a physician. (KHN) The American Nurses Association conducted a go over of 19 studies in May 2010, which confirmed that care delivered by a nurse equivalent is equivalent to care provided by a physician.. In addition, the study showed that NPs consistenly provided more patient care, follow-up, and Consultation time, b(OOO) other factor that has impact on the future role of Advanced Practice Nurse is the increase healthcare needs of the aging population and chronic Diseases of children and adults. (Impact). More complex healthcare needs increases The cost of healthcare. The cost of U.S. healthcare is $7,538 per capita spending.This is nearly double than any other organization. (OJN) Nurse practitioner Providing care in primary care is less costly than a physician since since they te nd to offer fewer to tests and expensive diagnostic procedure. According to the federal health Resources and Services Administration, or HRSA, at least 55 million Americans live in areas with an inadequate supply of primary care doctors. mummy has the most primary care doctors per capita Mississippi has the fewest. The nation would need more than 15,000 additional providers to meet the target ratio of one primary care practitioner for every 3,500 residents, according to HRSA, a gap that cannot be modify with physicians. The Association of American Medical Colleges predicts a worsening shortage ahead. In the next 10 years, as one-third of all doctors retire, there will be 90,000 fewer doctors than needed to serve the nations aging population.Half of the shortage will be in primary care. Nationwide, 117,000 physicians serious family medicine in 2012, according to the Kaiser Family Foundation 134,000 nurse practitioners practiced primary care, according to the American Association of Nurse Practitioners. Last year, only 1,916 U.S. medical examination school graduates, or about 12 percent of the total, went into primary care residency programs, according to the nonprofit research group National nonmigratory Matching Program. Nursing school graduates who went into primary care totaled 11,764 in 2012, about 84 percent of all NP graduates. But will relaxing state NP licensing laws improve patient access to care? A study reported this month in the journal Health Affairs says yes. The authors found that between 1998 and 2010, as more states relaxed licensing laws, the number of patients receiving care from NPs increased by a factor of 15.

Sunday, February 24, 2019

Persecution of the Early Church, Pax Romana, and Heresies in Monophysitism Summaries of Three Scholarly Journal’s

Persecution of the Early church building explain some of the how, when and wherefores of the early church prosecutions. Reasons of the persecution, History of the persecutions and Two Christian Responses The honor of Martyrdom and Apologetics argon segments within this scholarly journal. Therefore, each segment relates to persecution with in the early church, gives a list on the persecutions and touches on ten of Christianity persecutors.This hold also gives an account on martyrs who died for the sake of the faith and the birthing of apologetics native goal, defending the faith of Christianity. Pax Romana and the Rise of the Christian church, reflects on the gospel being spread at a time of Roman slumber with Christianity. This article depicts what are Pax Romana or Roman Peace and apologetics at a time when Rome allows Christians to spread the Good News.However, it clearly talks ab out Christian stay with their boundaries when spreading the gospel, there was show up of Chris tian being persecuted. The culture and Climate in Which the Gospel spread, helps star to guess how the gospel starts to spread through evangelism starting with the Apostles and Jews being exiled out of Rome. Catholic Answers breakdowns the definition of Heresies in Monophysitism . Therefore, it supplies its reader with a clear understand of the topic at hand.Monophysitism originated as a reaction to Nestorianism. The Monophysites (led by a man named Eutyches) were horrified by Nestoriuss implication that Christ was dickens people with two different natures (human and divine). They went to the other extreme, claiming that Christ was single soul with only one nature (a fusion of human and divine elements). They are thus known as Monophysites because of their claim that Christ had only one nature (Greek mono = one physis = nature) Catholic Answers Brom (2004).BibliographyAnonymous, Persecution in the Early Church Religion Facts (May 2013). http//www.religionfacts.com/christianity/ history/persecution.htm Bruce, Frederick F. The Early Church in the Roman Empire. The countersign Student 56 (March-April 1933) 30-32. Pax Romana Applied Apologetics http//reformed-apologetics.webs.com/ Brom Robert H., Bishop of San Diego, The Great Heresies Catholic Answers to explain and Defend the Faith (August 2004) http//www.catholic.com/tracts/the-great-heresies

A;P: Short Story 2

A & P A&P compose by crapper Updike is a short story well-nigh a young boy named Sammy. He was 19 years old and he was working at A&P mini market. One day, in that location were three girls shopping at the store wearing bikinis, and Sammy was surprised heretofore adore these three girls, until one day he quitted his job because he cherished to be their hero, but unfortunately, the girls didnt even see him. John Updike was hard to draw in Sammy as a veritable(prenominal) youth who is trying to get some attention. At the beginning of the story, Updike didnt really describe Sammy.Otherwise, he described more of the girls whom Sammy was looking at. besides, along his writing, readers could dissolve about Sammys physical look. A nonher affair is that Sammy had his job as a cash register in A&P store, and from the way Updike had written, readers could conclude that Sammy doesnt really like his job. He calls one of his customers a jinx and says the other customers are houseslaves and sheep. But what makes him more hate his job is the cash-register-watcher She gives me a little snort in passing, if shed been born at the beneficial time they would have burned her over in Salem (303).This shows how untold Sammy hates her. In addition, Sammy is sexist. He gives long, loving descriptions of the girls who cause all the trouble. 1 Moreover, Sammy does be growth th around the course of the story. In fact, Updike clearly described it, as when Sammy decided to quit his job So I say I Quit to Lengel quick enough for them to hear (308). The reader wont expect this to be happened, but Sammy made a shocking determination by quitting his job just for the girls hed just knew.But maybe, the grounds was not just because of the girls, but also because he had enough of Lengel, and he felt he had enough for all the things he neer wanted to but, but he had to. Yes, Sammy was doing his job because his parents were the friends of the store manager, Lengel Hes been a friend of my parents for years (309). He learned about life, and prepared for the rough road that lies ahead. The most important part of Updikes story is when Sammy quitted his job. even out Sammy finally knew that the girls were not heard what he said, but he poke out to do what he had spilled.Updike is trying to insert some moral jimmy here through Sammy. When Sammy said But it seems to me that once you begin a gesture it is fatal not to go through with it (309). In addition, by this event, Updike is also wants to reveal that these days, boys impart do anything for the girls they like, just like Sammy. Moreover, Sammy knew that when he made that decision, e actuallything will be much harder for him And my stomach kind of flee as I felt how hard the world was going to be to me hereafter (310). But he realizes that he had done the right thing and what was done had to be done.Moreover, Sammy also indicated that he didnt want to end up like Stokesie, who was married with two kids, and will probably work in the store for the rest of his life in order to support his family. Stokesie suggests what Sammy 2 might become if he were to continue to work at the AP. For this, Sammy is adapted to a change in his life by resigning as a cashier at A P. Towards the end of the story when he announces that he is quitting, he goes on to say a couple customers that had been target for my slot begin to knock against each other, like scared pigs in a chute (309).Readers may have sympathetic feelings of Sammy, because he resist to take actions even that he knew that everything will be much harder for him. It never even crossed his mind that he would quit his job because of girls. In the other hand, readers may not realize that Sammy would go far beyond. But what he had done was realistic, because people always do something that they realize will ruin their life ahead, in other words, people sometimes do craps in their life.Thus, Sammy, the first person narrator, plays an essential role in portraying an in depth viewpoint of the story. His portrayal of a typical teen working in a dead-end job, his thoughts and feelings are very obvious in the story A & P. He develop through out the story, he did some outstanding decision that the reader would not expect. 3 Work Cited Updike, John. AP. A Pocketful of Prose Vintage lilliputian Fiction Volume 1. Madden, David. Boston Thomson Higher Education, 2006. 4