Applied Linguistics Essay Example for Free

Applied Linguistics Essay Stylistics is the study and interpretation of texts from a linguistic perspective. As a discipline it links literary criticism and linguistics, but has no autonomous domain of its own. [1][2] The preferred object of stylistic studies is literature, but not exclusively high literature but also other forms of written texts such as text from the domains of advertising, pop culture, politics or religion. [3] Stylistics also attempts to establish principles capable of explaining the particular choices made by individuals and social groups in their use of language, such as socialisation, the production and reception of meaning, critical discourse analysis and literary criticism. Other features of stylistics include the use of dialogue, including regional accents and people’s dialects, descriptive language, the use of grammar, such as the active voice or passive voice, the distribution of sentence lengths, the use of particular language registers, etc. In addition, stylistics is a distinctive term that may be used to determine the connections between the form and effects within a particular variety of language. Therefore, stylistics looks at what is ‘going on’ within the language; what the linguistic associations are that the style of language reveals. Contents * 1 Early twentieth century * 2 Late twentieth century * 3 Literary Stylistics * 3. 1 Poetry * 3. 2 Implicature * 3. 3 Tense * 3. 4 The point of poetry * 4 See also * 5 Notes * 6 References and related reading * 7 External links| [edit] Early twentieth century. The analysis of literary style goes back to Classical rhetoric, but modern stylistics has its roots in Russian Formalism,[4] and the interrelated Prague School, in the early twentieth century. In 1909 Charles Ballys Traite de stylistique francaise had proposed stylistics as a distinct academic discipline to complement Saussurean linguistics. For Bally, Saussures linguistics by itself couldnt fully describe the language of personal expression. [5] Ballys programme fitted well with the aims of the Prague School. [6] Building on the ideas of the Russian Formalists, the Prague School developed the concept of foregrounding, whereby poetic language stands out from the background of non-literary language by means of deviation (from the norms of everyday language) or parallelism. [7] According to the Prague School, the background language isnt fixed, and the relationship between poetic and everyday language is always shifting. [8] [edit] Late twentieth century Roman Jakobson had been an active member of the Russian Formalists and the Prague School, before emigrating to America in the 1940s. He brought together Russian Formalism and American New Criticism in his Closing Statement at a conference on stylistics at Indiana University in 1958. [9] Published as Linguistics and Poetics in 1960, Jakobsons lecture is often credited with being the first coherent formulation of stylistics, and his argument was that the study of poetic language should be a sub-branch of linguistics. [10] The poetic function was one of six general functions of language he described in the lecture. Michael Halliday is an important figure in the development of British stylistics. [11] His 1971 study Linguistic Function and Literary Style: An Inquiry into the Language of William Goldings The Inheritors is a key essay. [12] One of Hallidays contributions has been the use of the term register to explain the connections between language and its context. [13] For Halliday register is distinct from dialect. Dialect refers to the habitual language of a particular user in a specific geographical or social context. Register describes the choices made by the user,[14] choices which depend on three variables: field (what the participants are actually engaged in doing, for instance, discussing a specific subject or topic),[15] tenor (who is taking part in the exchange) and mode (the use to which the language is being put). Fowler comments that different fields produce different language, most obviously at the level of vocabulary (Fowler. 1996, 192) The linguist David Crystal points out that Halliday’s ‘tenor’ stands as a roughly equivalent term for ‘style’, which is a more specific alternative used by linguists to avoid ambiguity. (Crystal. 1985, 292) Halliday’s third category, mode, is what he refers to as the symbolic organisation of the situation. Downes recognises two distinct aspects within the category of mode and suggests that not only does it describe the relation to the medium: written, spoken, and so on, but also describes the genre of the text. (Downes. 1998, 316) Halliday refers to genre as pre-coded language, language that has not simply been used before, but that predetermines the selection of textual meanings. The linguist William Downes makes the point that the principal characteristic of register, no matter how peculiar or diverse, is that it is obvious and immediately recognisable. (Downes. 1998, 309) [edit] Literary Stylistics In The Cambridge Encyclopedia of Language, Crystal observes that, in practice, most stylistic analysis has attempted to deal with the complex and ‘valued’ language within literature, i. e. ‘literary stylistics’. He goes on to say that in such examination the scope is sometimes narrowed to concentrate on the more striking features of literary language, for instance, its ‘deviant’ and abnormal features, rather than the broader structures that are found in whole texts or discourses. For example, the compact language of poetry is more likely to reveal the secrets of its construction to the stylistician than is the language of plays and novels. (Crystal. 1987, 71). [edit] Poetry As well as conventional styles of language there are the unconventional – the most obvious of which is poetry. In Practical Stylistics, HG Widdowson examines the traditional form of the epitaph, as found on headstones in a cemetery. For example: His memory is dear today As in the hour he passed away. (Ernest C. Draper ‘Ern’. Died 4. 1. 38) (Widdowson. 1992, 6) Widdowson makes the point that such sentiments are usually not very interesting and suggests that they may even be dismissed as ‘crude verbal carvings’and crude verbal disturbance (Widdowson, 3). Nevertheless, Widdowson recognises that they are a very real attempt to convey feelings of human loss and preserve affectionate recollections of a beloved friend or family member. However, what may be seen as poetic in this language is not so much in the formulaic phraseology but in where it appears. The verse may be given undue reverence precisely because of the sombre situation in which it is placed. Widdowson suggests that, unlike words set in stone in a graveyard, poetry is unorthodox language that vibrates with inter-textual implications. (Widdowson. 1992, 4) Two problems with a stylistic analysis of poetry are noted by PM Wetherill in Literary Text: An Examination of Critical Methods. The first is that there may be an over-preoccupation with one particular feature that may well minimise the significance of others that are equally important. (Wetherill. 1974, 133) The second is that any attempt to see a text as simply a collection of stylistic elements will tend to ignore other ways whereby meaning is produced. (Wetherill. 1974, 133) [edit] Implicature In ‘Poetic Effects’ from Literary Pragmatics, the linguist Adrian Pilkington analyses the idea of ‘implicature’, as instigated in the previous work of Dan Sperber and Deirdre Wilson. Implicature may be divided into two categories: ‘strong’ and ‘weak’ implicature, yet between the two extremes there are a variety of other alternatives. The strongest implicature is what is emphatically implied by the speaker or writer, while weaker implicatures are the wider possibilities of meaning that the hearer or reader may conclude. Pilkington’s ‘poetic effects’, as he terms the concept, are those that achieve most relevance through a wide array of weak implicatures and not those meanings that are simply ‘read in’ by the hearer or reader. Yet the distinguishing instant at which weak implicatures and the hearer or reader’s conjecture of meaning diverge remains highly subjective. As Pilkington says: ‘there is no clear cut-off point between assumptions which the speaker certainly endorses and assumptions derived purely on the hearer’s responsibility. ’ (Pilkington.1991, 53) In addition, the stylistic qualities of poetry can be seen as an accompaniment to Pilkington’s poetic effects in understanding a poems meaning. [edit] Tense Widdowson points out that in Samuel Taylor Coleridge’s poem ‘The Rime of the Ancient Mariner’ (1798), the mystery of the Mariner’s abrupt appearance is sustained by an idiosyncratic use of tense. (Widdowson. 1992, 40) For instance, the Mariner ‘holds’ the wedding-guest with his ‘skinny hand’ in the present tense, but releases it in the past tense ( his hands dropt he. ); only to hold him again, this time with his ‘glittering eye’, in the present. (Widdowson. 1992, 41) [edit] The point of poetry Widdowson notices that when the content of poetry is summarised it often refers to very general and unimpressive observations, such as ‘nature is beautiful; love is great; life is lonely; time passes’, and so on. (Widdowson. 1992, 9) But to say: Like as the waves make towards the pebbled shore, So do our minutes hasten to their end William Shakespeare, ‘60’. Or, indeed: Love, all alike, no season knows nor clime, Nor hours, days months, which are the rags of time John Donne, ‘The Sun Rising’, Poems (1633). This language gives us a new perspective on familiar themes and allows us to look at them without the personal or social conditioning that we unconsciously associate with them. (Widdowson. 1992, 9) So, although we may still use the same exhausted words and vague terms like ‘love’, ‘heart’ and ‘soul’ to refer to human experience, to place these words in a new and refreshing context allows the poet the ability to represent humanity and communicate honestly. This, in part, is stylistics, and this, according to Widdowson, is the point of poetry (Widdowson. 1992, 76). [edit] See also * Discourse analysis * Acrolect * Aureation * Basilect * Stylometry * Literary language * Standard language * Official language * Classical language * Liturgical language * Gender role in language * Poetics and Linguistics Association * Internet linguistics [edit] Notes 1. ^ Widdowson, H. G. 1975. Stylistics and the teaching of literature. Longman: London. ISBN 0582550769 2. ^ Simpson, Paul. 2004. Stylistics : A resource book for students. Routledge p. 2: Stylistics is a method of textual interpretation in which primacy of place is assigned to language. 3. ^ Simpson, Paul. 2004. Stylistics : A resource book for students. Routledge p.  3: The preferred object of study in stylistics is literature, whether that be institutionally sanctioned ‘Literature’ as high art or more popular ‘noncanonical’ forms of writing. . 4. ^ Lesley Jeffries, Daniel McIntyre, Stylistics, Cambridge University Press, 2010, p1. ISBN 052172869X 5. ^ Talbot J. Taylor, Mutual Misunderstanding: Scepticism and the Theorizing of Language and Interpretation, Duke University Press, 1992, p91. ISBN 0822312492 6. ^ Ulrich Ammon, Status and Function of Languages and Language Varieties, Walter de Gruyter, 1989, p518. ISBN 0899253563 7. ^ Katie Wales, A Dictionary of Stylistics, Pearson Education, 2001, p315. ISBN 0582317371 8. ^ Rob Pope, The English Studies Book: an Introduction to Language, Literature and Culture, Routledge, 2002, p88. ISBN 0415257107 9. ^ Richard Bradford, A Linguistic History of English Poetry, Routledge, 1993, p8. ISBN 0415070570 10. ^ Nikolas Coupland, Style: Language Variation and Identity, Cambridge University Press, 2007, p10. ISBN 0521853036 11. ^ Raman Selden, The Cambridge History of Literary Criticism: From Formalism to Poststructuralism, Cambridge University Press, 1989, p83. ISBN 0521300134 12. ^ Paul Simpson, Stylistics: a Resource Book for Students, Routledge, 2004, p75. ISBN 0415281040 13. ^ Helen Leckie-Tarry, Language and Context: a Functional Linguistic Theory of Register, Continuum International Publishing Group, 1995, p6. ISBN 1855672723 14. ^ Nikolas Coupland, Style: Language Variation and Identity, Cambridge University Press, 2007, p12. ISBN 0521853036 15. ^ Christopher S. Butler, Structure and Function: a Guide to Three Major Structural-Functional Theories, John Benjamins Publishing Company, 2003, p373. ISBN 1588113612 [edit] References and related reading * ed. David Birch. 1995. Context and Language: A Functional Linguistic Theory of Register (London, New York: Pinter) * Richard Bradford. 1997. Stylistics (London and New York: Routledge) * Michael Burke. 2010. Literary Reading, Cognition and Emotion: An Exploration of the Oceanic Mind (London and New York: Routledge) * David Crystal. 1998. Language Play (London: Penguin) 1985. A Dictionary of Linguistics and Phonetics, 2nd edition (Oxford: Basil Blackwell) 1997. The Cambridge Encyclopedia of Language, 2nd edition (Cambridge: Cambridge University Press) * William Downes. 1998. Language and Society, 2nd edition (Cambridge: Cambridge University Press) * Roger Fowler. 1996. Linguistic Criticism, 2nd edition (Oxford: Oxford University Press) 1995. The Language of George Orwell (London: Macmillan Press) * MAK Halliday. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning (London: Edward Arnold) * Brian Lamont. 2005. First Impressions (Edinburgh: Penbury Press) * Geoffrey Leech and Michael H. Short. 1981. Style in Fiction: A Linguistic Introduction to English Fictional Prose (London: Longman) * A McIntosh and P Simpson. 1964. The Linguistic Science and Language Teaching (London: Longman) * George Orwell. 1949. Nineteen Eighty-Four (London: Heinemann) 1964. Inside the Whale and Other Essays (London: Penguin Books) * Adrian Pilkington. 1991. ‘Poetic Effects’, Literary Pragmatics, ed. Roger Sell (London: Routledge) * ed. Thomas A. Sebeok. 1960. Style in Language (Cambridge, MA: MIT Press) * Michael Toolan. 1998. Language in Literature: An Introduction to Stylistics (London: Hodder Arnold) * Jonathan Swift. 1994. Gulliver’s Travels (London: Penguin Popular Classics) * Katie Wales. 2001. A Dictionary of Stylistics, 2nd edition, (Harlow: Longman) * ed. Jean Jacques Weber. 1996. The Stylistics Reader: From Roman Jakobson to the Present (London: Arnold Hodder) * PM Wetherill. 1974. Literary Text: An Examination of Critical Methods (Oxford: Basil Blackwell) * HG Widdowson. 1992. Practical Stylistics (Oxford: Oxford University Press) * Joseph Williams. 2007. Style: Lessons in Clarity and Grace, 9th edition (New York: Pearson Longman) [edit] External links * Checklist of American and British programs in stylistics and literary linguistics * The British Poetics and Linguistics Association * http://www. brianlamont. com/ Retrieved from http://en. wikipedia. org/wiki/Stylistics_(literature) Categories: Applied linguistics | Language varieties and styles | Linguistics Hidden categories: Wikipedia articles needing style editing from October 2010 | All articles needing style editing Personal tools. * Log in / create account Namespaces * Article * Discussion Variants Views * Read * Edit * View history Actions Search - Top of Form Bottom of Form Navigation * Main page * Contents * Featured content * Current events * Random article * Donate to Wikipedia Interaction * Help * About Wikipedia * Community portal * Recent changes * Contact Wikipedia Toolbox * What links here * Related changes * Upload file * Special pages * Permanent link * Cite this page Print/export * Create a book * Download as PDF * Printable version Languages * * БÐ µÃ »Ã °Ã'€Ã'Æ'Ã' Ã ºÃ °Ã'  * БÃ'ŠÐ »Ã ³Ã °Ã'€Ã' Ã ºÃ ¸ * Catala * Cesky * Dansk. * Deutsch * Eesti * Espanol * Esperanto * Francais * Galego * * Ido * Bahasa Indonesia * Italiano * * Kiswahili * Magyar * ÐÅ"Ð ¾Ã ½Ã ³Ã ¾Ã » * Nederlands * * Polski * Portugues * Romana * Ð  Ã'Æ'Ã' Ã' Ã ºÃ ¸Ã ¹ * Slovencina * Srpskohrvatski / Ð ¡Ã'€Ð ¿Ã' Ã ºÃ ¾Ã'…Ã'€Ð ²Ã °Ã'‚Ã' Ã ºÃ ¸ * Suomi * Svenska * Ð £Ã ºÃ'€Ð °Ã'â€"Ð ½Ã' Ã'Å'Ð ºÃ ° * This page was last modified on 4 March 2011 at 05:48. * Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. 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Strategies to Motivate Students Essay -- Education, Learning Teaching

Strategies to Motivate Students In the field of education there is a broad spectrum of strategies to motivate students. Through research only a sample of the spectrum was covered, which consisted of twenty-nine sources. Four interrelated categories were created that individually provide strategies to motivate students. The four categories consist of teaching strategies to motivate students, program structure to motivate students, self-motivational strategies, and parent strategies to motivate students. All of these categories conclude that a positive environment provided by parents, school officials, and the students themselves, act to enhance a students motivational drive to succeed in the classroom. Teaching Strategies to Motivate Students A teaching strategy is any technique a teacher projects in the classroom. Enthusiasm and body language in combination with creative classroom activities are effective tools for teaching. According to Barbara Davis in "Incorporating Instructional Behaviors That Motivate Students" from the Tools For Teaching web site, most students respond positively to a well structured course taught by an instructor who is enthusiastic and shows interest in their students as well as their subject. With this in mind, Davis gives six instructional behaviors that teachers can utilize to motivate students. These are holding realistic expectations, helping them to set achievable goals, informing students of how to succeed in their class, strengthening self-motivation, avoiding to create competition among students, and being enthusiastic about their subject. Davis argues, beneath the same web site in Motivating Students, that instructors can do the following to encourage st... ...is a collection of opinions on the subject about teachers and school administrators around the United States. It contains strategies to stimulate students at home and how parents can properly motivate their children to succeed as students throughout their education. 101 Ways Parents Can Help Their Children Achieve is a booklet distributed by the Educational World, written by school administrators. This booklet provides many creative family projects designed to stimulate their children to want to achieve academically. Conclusion A common ground can be derived from all four of the perspectives relating to the broad spectrum of strategies to motivate students. By providing a positive atmosphere at home as well as in the school, a student develops the desire to succeed in the classroom, and later, utilizes this motivation to succeed in life.

Trying To Avoid Gay Stereotypes :: Top 10 Gay Stereotypes

My name is Rob Geis, and I’m a male college student who happens to be gay. Now, I’m not an â€Å"oh-my-God!† gay, nor am I an â€Å"honey, that blouse is all wrong† gay, but for some reason that image gets stuck in people’s minds when I tell them that I am gay. In many ways, coming out was one of the most liberating experiences of my life. I‘m free to do whatever I want under the banner of homosexuality: I can wear skimpy, too-tight clothing that doesn’t suit me, put on makeup, act effeminate and cutesy, or cry at the drop of a hat, without society so much as batting an eye. It’s a real pain. The gay stereotype is that we’re all promiscuous, shallow individuals who act extremely feminine and obsess over fashion. The problem is that there are more young gays who don’t fit the stereotype than those who do. In his 2005 Time cover story titled â€Å"The Battle Over Gay Teens,† John Cloud quotes one-time Young Gay America Magazine editor-in-chief Michael Glatze as saying, â€Å"Today so many kids who are gay, they don't like Cher. They aren't part of the whole subculture. †¦I don't think the gay movement understands the extent to which the next generation just wants to be normal kids.† There seems to be a constant pressure to â€Å"act gay† from others in the gay and straight communities. Look at the news media, which constantly focuses on extreme examples like gays marching down the street with pink lip gloss and Prada bags, shouting gay pride. Look at shows like Queer Eye for the Straight Guy which similarly depict the fluff and flutter of the brightly colored, empty-headed peacock that is the gay male. These portrayals make people expect that sort of behavior from gay men, almost demand it. From other gays, my speech is now open to unwarranted sexual innuendo. I can’t notice a cool pair of sunglasses a guy wears without â€Å"Ooh? So you think he’s cute?† popping up. I wasn’t looking; I just thought the sunglasses were cool†¦ that’s not so unusual, right? It’s the automatic assumption that everything I do is based on my sexuality that’s frustrating. The smallest flick of the wrist speaks volumes about how much of a homosexual I really am. But why cling to the stereotype if you’re gay? Is it so that members of the gay community, who went through their own ordeals and have experienced the same feelings, will recognize you and say, â€Å"You’re like us† and â€Å"Welcome†? Trying To Avoid Gay Stereotypes :: Top 10 Gay Stereotypes My name is Rob Geis, and I’m a male college student who happens to be gay. Now, I’m not an â€Å"oh-my-God!† gay, nor am I an â€Å"honey, that blouse is all wrong† gay, but for some reason that image gets stuck in people’s minds when I tell them that I am gay. In many ways, coming out was one of the most liberating experiences of my life. I‘m free to do whatever I want under the banner of homosexuality: I can wear skimpy, too-tight clothing that doesn’t suit me, put on makeup, act effeminate and cutesy, or cry at the drop of a hat, without society so much as batting an eye. It’s a real pain. The gay stereotype is that we’re all promiscuous, shallow individuals who act extremely feminine and obsess over fashion. The problem is that there are more young gays who don’t fit the stereotype than those who do. In his 2005 Time cover story titled â€Å"The Battle Over Gay Teens,† John Cloud quotes one-time Young Gay America Magazine editor-in-chief Michael Glatze as saying, â€Å"Today so many kids who are gay, they don't like Cher. They aren't part of the whole subculture. †¦I don't think the gay movement understands the extent to which the next generation just wants to be normal kids.† There seems to be a constant pressure to â€Å"act gay† from others in the gay and straight communities. Look at the news media, which constantly focuses on extreme examples like gays marching down the street with pink lip gloss and Prada bags, shouting gay pride. Look at shows like Queer Eye for the Straight Guy which similarly depict the fluff and flutter of the brightly colored, empty-headed peacock that is the gay male. These portrayals make people expect that sort of behavior from gay men, almost demand it. From other gays, my speech is now open to unwarranted sexual innuendo. I can’t notice a cool pair of sunglasses a guy wears without â€Å"Ooh? So you think he’s cute?† popping up. I wasn’t looking; I just thought the sunglasses were cool†¦ that’s not so unusual, right? It’s the automatic assumption that everything I do is based on my sexuality that’s frustrating. The smallest flick of the wrist speaks volumes about how much of a homosexual I really am. But why cling to the stereotype if you’re gay? Is it so that members of the gay community, who went through their own ordeals and have experienced the same feelings, will recognize you and say, â€Å"You’re like us† and â€Å"Welcome†?

Affects of alcohol on teenagers

Review underage drinking is an increasing problem within the adolescent population. This leads to poor decision making, risk taking and behavioral problems as the brain is not fully developed. Underage drinking can also affect a person's social and emotional wellbeing. Popular Channel Ten television show, The Project (1), did a segment on teaching Australian youth how to P. A. R. T. Y safely. P. A. R. T. Y stands for Prevent Alcohol and Risk-Related Trauma In Youth. According to the segment, It Is estimated that one Australian teenager dies everyday due to alcohol related causes while another sixty are hospitalized.The point of the segment is to promote the P. A. R. T. Y program to adolescences to prevent youth Injury and trauma. The program includes educating teenagers through films and also meeting survivors of road trauma that are now going through rehabilitation. The researcher chose this source as they were able to relate It to their Interview with a PHD/PEE teacher. Both the se gment and interview talk about programs or topics at school that give adolescents information on drugs and alcohol. By choosing this topic, the researcher was able to compare the P. A. R. T.Y Program with what adolescent students are taught in the Great Lakes Area. The segment also states that this years MIAMI Crash Index Study has found that in the past year, 56% of people admitted to testing while driving, 13% had driven drunk. 8% while on drugs and with too many people In the car. A website about. Com (2), did an article on teen drinking and behavior problems. The article says that according too new study by the Substance Abuse and Mental Health Services Administration (SAMARA), adolescents between the ages of 12 and 17 who use alcohol are more likely to result in behavioral problems.Underage drinking – even so-called light drinking – is dangerous, illegal, and must not be tolerated,† said SAMARA Administrator Melba Cave. The article says that adolescents who use alcohol are more likely to report behavioral problems, especially aggressive, delinquent and criminal behaviors such as fighting, stealing, driving under the Influence of alcohol and/or drugs, skipping school, feeling depressed and deliberately trying to hurt or kill themselves. Like ‘The Project' segment, the researcher was able to relate this article to the interview with the PHD/PEE as the interviewer asked a question about behavior.By using this article with statistics, the researcher Is able to compare the results from the interview with the statistics. This shows how the Great Lakes area compares to the rest of the adolescent country. With the underage drinking rates not significantly changing since 1 994, It Is clear that there Is a major problem. According to the article on about. Com, a new report, the â€Å"Patterns of Alcohol Use Among Adolescents and Associations with Emotional and Behavioral Problems† concludes that there Is big relationship between alc ohol use among youth and many emotional and behavioral problems.This is a problem as it affects the social and emotional wellbeing of the adolescent which has an impact on many things such as school work, social and family life and their mental state. The study also showed that drinkers are more likely to use illicit drugs then non drinkers. An article on drinkers. Org (3) did an article on underage drinking called â€Å"Kids and Alcohol don't years and more than quarter of our 14-19 year olds are putting themselves at risk of harm from underage drinking and binge drinking.The article also says that from the age 12 or thorough to the early twenties the brain is in a state of intense placement, molding and hardwiring in readiness for the challenges of adulthood. Fractionation is a process where the brain is growing and forming all the critical parts it needs for learning, memory, planning, emotional stability and thinking. During this critical phase of growth, fractionation tells us that alcohol disrupts the brains development. By drinking alcohol at a young age, you are risking that your brain may never reach its full capacity which means you may never reach your full potential.The researcher chose this source as the article then goes on to talk about hat you could do as a parent to help your teenager become a happy and healthy adult. The researcher can use this source, as well as the interview with the parent to put towards their research. These two sources would have similar results and would be good to compare with each other. The last source the researcher looked at was a literature review on the Juvenile Justice Bulletin (4). The review talks about the effects and consequences of underage drinking and how it can affect a youth's physical, emotional and neurological health. Like the article on drinkers. Erg, the review talks bout the brain development, stating that the brain doesn't fully develop until a person is around age 25. Underage drinking can ofte n impact on the neurological development causing youth to make irresponsible choices. The effect of alcohol can also have long term, negative effects on the brain such as those listed below: Alcohol affects the hippopotamus. The hippopotamus is a part of the brain that handles memory and learning. By abusing alcohol, the hippopotamus becomes smaller affecting the academic performance and memory of an individual. Such effects on the brain can sometimes be irreversible. Alcohol affects the amelioration process. Amelioration helps stabilize and speed brain processes. Disrupting the amelioration process can cause cognitive deficiencies. Continuing abuse of alcohol use and other drugs may keep adolescents from advancing to more complex stages of thinking and social interaction. Adolescents have unique social and emotional characteristics and undergo physical and cognitive changes that can affect their social and emotional development. Because of this, adolescents will often find themselv es in dangerous and risky situations when they are under the influence of alcohol which will often have negative outcomes.While adolescents are growing up, they struggle to find independence and try to create their own personal identity. Adolescents look to their peers for support, approval and belonging as they start to provide some of the same functions that a family did earlier. This can often lead to peer pressure, rebellion, experimentation and risk taking. Peer pressure is the influence from members of one's peer group. It often convinces adolescents to engage in activities to gain one another's approval and often results in alcohol use.Adolescents often try different social roles and identities to discover who they are such as using make up or alcohol use. Underage drinking has serious social consequences for adolescents and young adults. When adolescents are younger, they are more involved with their families. However, when they start to get older they start socializing more with their peers. In turn, their peers influence their values and them to start drinking. Frequent and heavy use of alcohol is often associated with low self esteem, depression, conduct disorders, antisocial behavior and anxiety.Again, this has a dramatic impact on the social and emotional wellbeing of an adolescent as some effects are irreversible. The researcher chose this source as it has a lot of points about the social and emotional wellbeing of adolescents and that is the research question for their Independent Research Project (RIP). Although the source has American statistics, the points about the effects of alcohol are universal. The source has a lot of information and is easy to relate to the questionnaires and interviews the researcher as already done as they all look at the same topics.Underage drinking is becoming very common in today's society and can often have tragic consequences. Many people view drinking alcohol as a fairly typical activity for youth and young adu lts and young people are finding it relatively easier to obtain alcoholic beverages. However, the abuse of alcohol can often result in negative consequences such as impaired decision making, poor coordination and engagement in risky behaviors. As the brain doesn't fully develop until around the age of 25 years old, alcohol abuse can damage the brain, body systems and organs, which are sometimes irreversible.

Breast cancer reflection

The finding was made through a study from the Breast Cancer and the Environment Research Program at Michigan State University, which indicated that before any umors appear, there are changes in the breast that include increased cell growth and alterations in immune cells. I believe this is a great topic for a health science class for students, has many other broader areas of work and subject to further discuss such disease and preventions that can be made and helps teachers have more knowledge as to what diseases can be prevented from articles like this one..This article helps a lot in a health science class. In health science it is important to teach students the different diseases that are killing many out there and the early reventions that can help reduce the risk of it become a disease, in this case, cancer. In a health science class, we can discuss food groups and differentiate what are high fat diet foods. Also, we can deeply discuss puberty, which usually half of them know, b ecause even their parents are too shy to discuss such topic.Sometimes students see changes in their body and have no idea why, and I think this subject links puberty to a well discussed topic in a classroom. Finally, being able to discuss breast cancer, and other cancers can link a great topic for a health science class, discussing hat is a cancer, how it develops, how it is reduced and moreover and most important, how it can be prevented.Discussing about how high fat diet plans during puberty increases the risk of breast cancer, we as teachers can link this topic in other subject so students grasp the information, share it with their families and spread what can save a life in their community. In English, writing essays as to how you would inform the community of what high fat diet during puberty can cause can link the topic. In social studies, students can be engaged in the global social month of cancer awareness which is in the month of October.And finally linking health science with English, and social studies, to help more and broaden such article, we can engage in different arts and craft that visually help to explain students and others of how we help in cancer awareness, know what it is and how we can spread the word. Articles like this one are very important to students and teachers for the betterment of self-knowledge and also to help the community. While most people are aware of breast cancer, many forget to take the steps to have a plan to detect the disease in its early stages and encourage others to do the same.We have made a lot f progress but still have a long way to go and articles like these make us have a broader idea of what can cause it and instead of finding ways to prevent it, once and for all be able to avoid it by taking the necessary steps to live better, longer and healthier. Students, females in this case are able to also avoid un-healthy dietary plans and take more care ot them and us as teachers not only help increase the cancer k nowledge of what can cause it to our students but moreover help our students share the information and make our community help a nation with more information flowing for the betterment of everyone.

The Human Resource Practices of Selfridges and Company Free Essay Example, 2000 words

The management of Selfridges and Company found that the employees of different departments complained of a lack of effective communication from their supervisors or team leads for which the performance appraisal systems of the company faltered to appreciate the performances of the productive individuals. Lack of proper communication signified that the team management was not interested to know the reasons for the poor performances of the individuals and the latter thus felt uncared which led to the reduction in satisfaction levels of the employees. Thus the management felt the need to improve the team leadership dimension through changing the process of selection of such. The selection process for the team leaders revised focused more on the behavioral traits of the individuals and other skills relating to communication and aptitude to gain leadership positions. Moreover, the existing appraisal systems of the company were also reviewed to become more increasingly linked to the caree rs of the employees and also in helping them to earn leadership roles in the organization. This change rendered in the roles of the team leaders helped the employees feel that they would be fairly appraised in regards to their performances and also the team leads were concerned about the problems that they are facing in regards to the work environment. We will write a custom essay sample on The Human Resource Practices of Selfridges and Company or any topic specifically for you Only $17.96 $11.86/pageorder now The role of the team leaders in Selfridges and Company was further enhanced in terms of pursuing human resource activities pertaining to recruitment, training, performing counseling activities to help understand the problems of the individuals in a more focused manner. The team leaders should also render focus on the effective protection of the guidelines and rules of the concern and also in handling the grievances of the employees. In the process of recruitment, the team leads should endeavor to effectively evaluate the skill sets and potential of the interviewees before selecting them for specific posts. Further, the team leads in the newer dimension are also required to evaluate the several issues related to customers and also other floor and operational problems.

My Experience At Huntington Middle School Under Mrs. Rivera

For my middle level observation, I had the honor to observe at Huntington Middle School under Mrs.Rivera in sixth grade hub class and Math. I was very fortunate to have had this opportunity, as I have observed things that I have mixed emotions about. In this paper, I will discuss the different ways Mrs.Rivera taught, and the different components that made up her math classroom. Starting from the very beginning of my observation, I observed a few things immediately. Upon entering the classroom, I was approached by an aroma of lavender diffused by an oil diffuser that was placed strategically by the door to help students get a calm and refreshing start on the morning. I also noticed a few other things about her room. First, her room was†¦show more content†¦This allowed the students to feel confident in what materials they were working on. I personally believe that confidence is key in for a student. This is where Mrs.Rivera really shined. Where Mrs.Rivera did not do as well i n was classroom interruptions and transitions. Not that she did bad, but improvement should always be a top priority. After first period switched to second Mrs.Rivera was not ready for the next class to begin. She fumbled around trying to find the work, that she had printed off. She came to the conclusion that she did not actually print them, and the copy machine was still waiting on her password. Mrs.Rivera left me to watch the class while she stayed at the workroom for 15 minutes waiting on the copies to get finished. This was not very professional in my opinion. I feel that she should have already been prepared. She was not the best at classroom interruptions as well. In all honesty, the way classroom interruptions were handled was not professional either. When a student would speak about something irrelevant to the topic, she would interact with the student and get very off topic. I found this very confusing, as there was a test the next class day, and they were currently worki ng on their review as a class. Overall, in my honest opinion, this could have been handled in a much more mature fashion that encouraged the student toShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDiversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 †¢ Diversity in Groups 58 †¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce Less† 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than Women