Saturday, July 25, 2020

In which brains are awesome

In which brains are awesome Snively would call this the bloggers freebie post. I would disagree, having never taken advantage of the hey kids, look at my schedule! post before. Id say the freebie post is the inevitable sorry guys, Im super hosed again, heres a picture of an otter for you. (Oh man I love otters so much) So, lets take a look at the schedule of a first-semester senior with two classes and a swim test* left between her and graduation: 9.15 Biochemistry and Pharmacology of Synaptic Transmission. This is the last of my six Course 9 elective classes, and its looking to be one of the best. Twice a week, Richard Wurtman stands in front of 40 students and talks about neurotransmitters and drugs for 90 minutes. He does not use any notes. !Jess and I are ! I have been trying to figure out how any one man can have that much information in his head. (Please send any hypotheses you may have to keri-lee at mit dot edu. Im dying to know.) 9.71 Functional MRI of High-Level Vision. Remember when I was a TA for a neuroscience class this summer at nerd camp? With these guys? We spent some time in class talking about neuroimaging studies and their uses in localization of brain function. Most of those talks were in relation to the fusiform face area (FFA), which responds selectively to faces over objects presented in the visual field, and Nancy Kanwisher, who has taken part in many elegantly designed neuroimaging studies and co-authored just about every neuroimaging paper that isnt a gigantic pile of crap. Yeah, so shes teaching this class. My thoughts when I walked into the room were as follows: 1) HOLY CRAP YOU ARE A VERY IMPORTANT PERSON I AM INTIMIDATED BY YOU 2) HOLY CRAP THAT IS A GOLDEN RETRIEVER SITTING ON THE FLOOR OF THE CLASSROOM 3) HOLY CRAP I AM TOTALLY SITTING NEXT TO YOUR DOG After sitting and actually listening to her for two classes, I concluded that Nancy Kanwisher is my new favorite person ever. Her discussions are really interesting, and she consistently brings up points that make or break neuroimaging studies. 7.342 The X in Sex: A Genetic, Medical, and Evolutionary View of the X Chromosome. An advanced 6-unit seminar class in the Biology department being run by a postdoc at the Whitehead Institute, 7.342 assigns two papers a week on some aspect of the X chromosome and its role in biology in the first few weeks, weve discussed the multiple causes of sex reversal, the discovery of X-linked traits and sex-specific areas on the X chromosome. its a super small group that meets once a week for two hours, so we actually get to talk in depth about the papers we read for the week and what each of us got out of them. I wish the Biology department would promote these classes more and start doing so earlier, since so many people are eligible to enroll in them (juniors and seniors who have taken at least one class beyond Introductory Bio can sign up), but if they did, thered be too many people for the discussions to work as nicely as they do now. 4.343 Photography and Related Media. This is a grad class, which Im taking because I took the undergrad-level class last fall and I am running out of photography classes to take for credit. We take pictures using digital and film cameras and go through workshops on printing, lighting, and other aspects of photography, all the while working towards a final term project. If youre interested in photography classes at MIT, Biyeun from the ARTalk blog has written quite a few posts on it, which you can check out here, here, and here. On that note, Im also taking a color photography class through the Student Art Association. The class rocks so far, and Ive managed to successfully not spill hot toxic developer all over myself yet. (Progress!) The SAA has amazing classes and studios for all sorts of different artistic endeavors ceramics, sculpture, drawing, painting, all that and Ive always had too much on my plate to do anything with them, but not anymore because IM ALMOST DONE WITH MIT. YEAHHHHHHH. The class meets on Monday nights, though, which means I had to drop a class Ive been trying to take for two years: 21W.763/CMS.309 Transmedia Storytelling: Modern Science Fiction. Admittedly, I was mainly interested in this class because of the instructor. I worked with Beth Coleman at WMBR for over a year as an engineer for her radio show; shes a sound artist, DJ, and a pretty swell lady. The class was nothing like what Id expected theres some science fiction writing at the start of the term, but the class is mainly using that as a jumping point for the creation of an augmented reality game (ARG) in a style influenced by I Love Bees. This is completely unlike anything Ive ever done, and its wayyyy out of my comfort zone, and its exactly why I was psyched about the class after the first meeting. Anyway, now I cant take it because COME ON, COLOR DEVELOPING AND PRINTING. When Im not in classes or trying to have a life, I spend about a million hours each week working desk. Welcome to Senior House. I let you in. I sort your mail. I offer up your daily dose of snark. Its a rockin good time, yall. *No, I havent taken my swim test yet. Yes, Ive known how to swim since I was 3. I was scheduled to take it my freshman year at 11:30 on a Monday morning, which was too early for me then and is too early for me now. Ill take it soon, I swear.

Friday, May 22, 2020

Emotional Intelligence in The Healthcare Field - Free Essay Example

Sample details Pages: 1 Words: 328 Downloads: 10 Date added: 2019/05/06 Category Psychology Essay Level High school Topics: Emotional Intelligence Essay Did you like this example? Emotional intelligence refers to the ability to evaluate, discern, control, and handle ones own emotions, as well as those of others positively. These abilities can be taught, learned, and improved to achieve emotional intelligence. Emotional intelligence comprises four components including the ability to perceive emotions, utilize emotional insights to complete various tasks, understand emotional variations, and lastly, manage emotions for goal achievement. Emotional intelligence is increasingly important in the healthcare field. Nurses are required to demonstrate emotional intelligence in their practice. The relationship aspect of nursing leadership requires that nurses have emotional intelligence, a quality that distinguishes a smart leader from an ordinary leader (Weiss Tappen, 2014). A leader who applies emotional intelligence can address the feelings of his team and himself consciously and understand how these affect their emotions and performance. Don’t waste time! Our writers will create an original "Emotional Intelligence in The Healthcare Field" essay for you Create order For example, in the case of a crisis, a leader is able to recognize and control his emotions by staying calm, clearheaded, and avoiding making rash judgments. Another scenario where a leader can apply emotional intelligence is by accepting constructive criticism, asking for help where needed, creating opportunities out of problematic situations, and juggling between demands without losing focus.Nurses are in constant interaction with patients and with their colleagues in the process of care. This interaction is the pulse of nursing practice that requires the application of emotional intelligence by understanding and perceiving patient emotions, as well as utilizing these perceptions to handle situations in the line of care to achieve quality service. Moreover, the patient-care approach requires that nurses consider the emotional needs of the patient to ensure quality care (Birks Watt, 2007). For example, emotional intelligence promotes an atmosphere of care where the nurse is able to listen to the patient attentively, understand, and support them to enhance their experience in service delivery (Weiss Tappen, 2014). Another example of the application of emotional intelligence in nursing practice involves acknowledging the perspectives of others, recognizing unspoken worries, and promoting an atmosphere of respect in the work environment.

Friday, May 8, 2020

Rationalism And William Blakes The Lamb And The Tiger

In the 18th century the works of literature during this time were rationalist writings. Many writers during this time were neoclassic or rationalist writers, which are the same type of writers. Authors that were rationalist writers created works that were more reasonable, made generalizations about the world, satiric and more. They tended to stay away from bringing literature into their writing. However, William Blake did not take the approach of a rationalist writer when he wrote the two poems The Lamb and The Tiger. These poems both are tied to God and make biblical references. Blake shows the contrast between these two poems by having The Lamb based off innocence and The Tiger based off of fear and losing one’s innocence. In The Lamb†¦show more content†¦Since the little lamb is learning of is origins it shows the lambs innocence from the lack of knowledge of how it is cared for. In the poem The Tiger, the author illustrates how there is a loss of innocence in the in the speaker. Blake has the speaker asking questions to the Creator. All of the questions asked are out of fear from seeing the tiger. The imagery used in the poem shows how the dangerous and terrifying that speaker, â€Å"Tiger Tiger, burning bright† and â€Å"Burnt the fire of thine eyes† (Blake). Not only does it describe the tiger as something to be scared of but also the fire within the eyes of the tiger makes the speaker even more fearful. The speaker continues to ask the Creator about the tiger out of fear. The reader knows that the speaker has lost their innocence when, â€Å"Did he smile his work to see?/Did he who made the Lamb make thee?† (Blake). In the first line the speaker questions how his Creator could have made a beast and be proud of it. The speaker then asks in confusion how his Creator could have made a gentle and innocent lamb like himself and also make the tiger, that is a beast to fear. The speaker began asking who could have created th is beast, then asks about the details of it to then ask how his Creator could make two things completely different from each other. Blake makes these two poems with some similarities, to connect them, and with differences to illustrate how innocence is loss.Show MoreRelatedThe Lamb and The Tyger by William Blake Essay1758 Words   |  8 Pages William Blake, a unique poet of the literary canon, is one of the most critiqued poets of all time. Having a rather unique stylistic approach to topics, especially religion, Blake seems to contradict himself in his own writing and, therefore, sparks questions in the readers’ minds on specific subjects. Two of his poems in particular have been widely critiqued and viewed in various lights. â€Å"The Tyger,† written in 1774, and â€Å"The Lamb,† written five years later in 1789, are considered companion poems

Wednesday, May 6, 2020

Neoclassical Age Free Essays

The 18th century is a distinguishing period in British literature. It is a timeline in which classical literary conventions in terms of the literary techniques in different genres are revived. After the Renaissance–a period of exploration and expansiveness–came a reaction in the direction of order and restraint. We will write a custom essay sample on Neoclassical Age or any similar topic only for you Order Now Generally speaking, this reaction developed in France in the mid-seventeenth century and in England thirty years later; and it dominated European literature until the last part of the eighteenth century. It is a period where counterfeiting and facades are very important; in some ways the country was trying to act like the Interregnum and English civil wars had not happened, and there is both a willful suppression of the immediate past and a glorification of the more distant, classical Roman past–which is why it is called the Neoclassical period. Neoclassical writers, such as Samuel Johnson, Moliere and Alexander Pope, sought clear, precise language. They standardized spelling and grammar, shifted away from the complex metaphors employed by Shakespeare and simplified literary structures. Neoclassical writers often adopted a rigid view toward society. Although Renaissance writers were fascinated by rebels and the Romantics later idealized them, neoclassical writers felt that the individual should conform to social norms. Although society was probably corrupt, individual views could not stand against the truths found in the consensus of society. Principals of Neoclassic Age in Alexander Pope’s â€Å"essay on man† There are many concepts regarding literary criticism that are instantiated in the first part of Pope’s Essay: the problem of bad writing and criticism, and the greater danger of the latter to the public; the rarity of genius and taste in poets and critics respectively; the impairing of the capacity of critical judgment by unsound education; the causes for the multitude of literary critics (those who can’t write, judge! ; and the critics need to know the limits of his genius, taste, and learning in the exercise of criticism. What is the basis for literary composition and the practice of criticism? What provides the common ground and gives guidance for both? For Pope, the answer was found in a specific eighteenth century understanding of the honorific term and concept of NATURE. First follow Nature and your judgment frame By her just standard, which is still the same: Unerring NATURE, still divinely bright, One clear, unchanged, and universal light, Life, force, beauty, must to all impart, At once the source, and end, and test of Art. (Lines 68-73) Nature is the ultimate authority (Williams 219) in Pope’s Essay, and is presented here as that canon or standard to which both with (creative poetic and literary expression) and critical judgment are to conform. Authors and critics are to write and to judge according to the clear, unchanged, and universal light just standards of inerrant Nature. In literature and criticism, Nature is all-significant as its source, as its aim, and as its test. Art is from Nature, unto Nature, and by Nature. But what, exactly, does Pope mean by this all-encompassing concept? Williams expresses the eighteenth-century, neo-classical understanding of this doctrine in these terms. Fundamental to neo-classical thought about Nature is the conception of a cosmos which, in its order and regularity and harmony, reflects the order and harmony of the Divine Mind of its Creator. . . Man can perceive this order and rule in Nature because he has a rational soul made in the image of that Nature’s Creator. . . . In the view which prevails in the period Nature is the manifestation in the visible creation of the Order and Reason behind all things, a reflection of the medieval view that the likeness of God is imprinted in the very matter and organization of the universe (219-20). In concluding Part One of his Essay, Pope is so taken with the natural goodn ess of the primeval authors that he has difficulty restraining himself in declaring their praise. The religious nature of their veneration is not only transparent, but also significant literarily. Here in worship before a common altar, divisions and sects and quarrels in criticism are forgotten as men unite in a single congregation. The learned from all climes and ages bring . . . their incense to a common shrine . . . . Pope’s verse . . . rises in full response to the inspiration his age received from a glorious past, a past which was both an inspiration, and a reproach, to the present (Williams 229). Creation, fall, redemption: this basic biblical schema provides the paradigm for Alexander Pope’s An Essay on Criticism. Just as the focus of the biblical narrative is on the salvaging of a sin-wrecked creation, so the movement of Alexander Pope’s Essay on Criticism is toward the restoration of a fallen classical poetics for eighteenth century England. This parallel supplies substance and shape to the Essay’s grand purpose and 13 design. And in both the Scriptures and in Pope, the goals of cosmic and poetic restoration are ones for which we can and must give thanks. Neoclassicism replaced the Renaissance view of man as an inherently good being capable of astounding intellectual growth by the image of man as a sinful and presumptuous creature with a limited intellectual capacity. Whereas the Renaissance had emphasized imagination and mysticism, Neoclasscisim emphasized order, reason, common sense, and conservatism. The  widely used prose literary forms were the essay, the letter, the satire, the parody, the burlesque, and the moral fable; and  in poetry, the  most renown  verse form was the rhymed couplet. Pope’s heroic couplets are a prime example of this form. As reason should guide human individuals and societies, it should also direct artistic creation. Neoclassical art is not meant to seem a spontaneous outpouring of emotion or imagination. Emotion appears, of course; but it is consciously controlled. A work of art should be logically organized and should advocate rational norms. The Misanthrope, for example, is focused on its theme more consistently than are any of Shakespeare’s plays. Its hero and his society are judged according to their conformity or lack of conformity to Reason, and its ideal, voiced by Philinte, is the reasonable one of the golden mean. The cool rationality and control characteristic of neoclassical art fostered wit, equally evident in the regular couplets of Moliere and the balanced sentences of Austen. Sharp and brilliant wit, produced within the clearly defined ideals of neoclassical art, and focused on people in their social context, make this perhaps the world’s greatest age of comedy and satire. How to cite Neoclassical Age, Papers

Monday, April 27, 2020

Use Of Paralanguage And Kinesics In Everyday Life Essay Example For Students

Use Of Paralanguage And Kinesics In Everyday Life Essay Use of Paralanguage and Kinesics in Everyday LifeThe use of kinesics and paralanguage in everyday life is the mostprominent use of persuasion we use subconsciously. They are used subconsciouslybecause you may not know what they mean. Which can cause cultural tension ifyou do something that may seem harmless to you but may be a great insult toanother culture. Paralanguage has many forms such as whistling which can beused by many people as a means of entertaining by whistling a song or even inAmerican culture used to hound women on the streets because they appear to beattractive. These two uses of persuasion I will discuss about in my paper. Iwill discuss the history of both and also how they are used today in everydaylife. We will write a custom essay on Use Of Paralanguage And Kinesics In Everyday Life specifically for you for only $16.38 $13.9/page Order now To start of with I will define kinesics. Kinesics is articulation ofthe body, or movement resulting from muscular and skeletal shift. This includesall actions, physical or physiological, automatic reflexes, posture, facialexpressions, gestures, and other body movements. Body language, body idiom,gesture language, organ language and kinesic acts are just some terms used todepict kinesics. In ways that body language works in nonverbal acts, bodylanguage parallels paralanguage. Kinesic acts may substitute for language,accompany it, or modify it. Kinesic acts may be lexical or informative anddirective in nature, or they may be emotive or empathic movements. Posture isone of the components of kinesics. Posture is broken down into three basicpositions: bent knees, lying down, and standing. Artists and mimes have alwaysbeen aware of the range of communication possible through body stance. Butthere are some cultural differences in posture positions. Most people use thebent knee position to e at, but while the Romans used to eat lying down. PrincePeter of Greece and Denmark described the sleeping posture of the Tibetansbefore World War II. He said that the local men slept outside at night huddledaround the fire, hunched over on their knees with their faces resting in theirpalms. In 1932, William James did a study of expression of bodily posture. Herecognized the relationship of facial expression, gesture, and posture. Hedeclared that studying each one independently was justified for the purpose ofanalysis, but they should be recognized as a whole unit that function as anexpression. He devised four basic kinds from 347 different postures in hisexperiment. The four basic kinds are: approach, withdrawal, expansion, andcontraction. Approach referred to such things as attention, interest, scrutiny,and curiosity. Withdrawal involved drawing back or turning away, refusal,repulsion, and disgust. Expansion referred to the expanded chest, erect trunkand head, and raised shoulders, which conveyed pride, conceit, arrogance,disdain, mastery, and self-esteem. Contraction was characterized by forwardtrunk, bowed head, drooping shoulders, and sunken chest. Studies haveidentified postural behavior with personality types and ways of life, forexample relaxation, assertiveness, and restraint; and have noted the correlationof certain kinds of movement in sleeping and waking acts. Posture is asubstantial marker of feminine and masculine behavior. The relationship ofposture to sex gestures is obvious in the stereotypes in U.S. advertising. Posture is an indicator of status and rank and is also a marker of etiquette. In a study of Roman sculpture and coinage, Brilliant demonstrates that postureidentifies the noble and the peasant. In Western culture one was taught tostand when an elderly person enters the room. The face seems to be the most obvious component of body language, but itis certainly the most confusing and difficult to understand. Modern studies offacial expressions dates back to the nineteenth century, starting with CharlesBell, who in 1806, published Essays on the Anatomy and Philosophy of Expression:As Connected with the Fine Arts. Charles Darwins, The Expressions of Emotionsin Man and Animals, in 1872, was apparently influenced by Bells earlier work. Facial expressions are like sentences in human language, they are infinite invariety. The relationship of facial expression to other components of bodylanguage and to language itself, is sparsely examined and such observations ashave been made are recent. It does not take very extensive scientific study toobserve that a smiling face makes a sentence sound different from a sentencearticulated by a sorrowful, droopy physiognomy. There are five basic physicaldescriptions of facial expressions: neutral, relaxed, tense, uplifted, anddroopy. The neutral could result in various expressions such as pleasure, mask,respect, thoughtful, and quiet attention. The relaxed could result in love,pleasure and submission. The tense results in fear, surprise, determination,contempt, and extreme interest. The uplifted could result in happiness, anxiety,rage, religious love, astonishment, attention. Finally the droopy, in distress,suffering, grief, dismay, and shock. Facial expression may portray the actu alemotion felt and accurately accompany the speech. On the other hand, facialexpression, as with other body language and nonverbal components, maycontradict the verbal expression, thus giving the real message. Ones facialexpression may be practiced and may thus be made convincingly to lie, along withthe speech act, about ones real feelings. Artists and clowns have effectivelyexploited facial expressions and gestures as social weapons and entertainment. .ufbf904c26be391b3e24b595b09c068fc , .ufbf904c26be391b3e24b595b09c068fc .postImageUrl , .ufbf904c26be391b3e24b595b09c068fc .centered-text-area { min-height: 80px; position: relative; } .ufbf904c26be391b3e24b595b09c068fc , .ufbf904c26be391b3e24b595b09c068fc:hover , .ufbf904c26be391b3e24b595b09c068fc:visited , .ufbf904c26be391b3e24b595b09c068fc:active { border:0!important; } .ufbf904c26be391b3e24b595b09c068fc .clearfix:after { content: ""; display: table; clear: both; } .ufbf904c26be391b3e24b595b09c068fc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufbf904c26be391b3e24b595b09c068fc:active , .ufbf904c26be391b3e24b595b09c068fc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufbf904c26be391b3e24b595b09c068fc .centered-text-area { width: 100%; position: relative ; } .ufbf904c26be391b3e24b595b09c068fc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufbf904c26be391b3e24b595b09c068fc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufbf904c26be391b3e24b595b09c068fc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufbf904c26be391b3e24b595b09c068fc:hover .ctaButton { background-color: #34495E!important; } .ufbf904c26be391b3e24b595b09c068fc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufbf904c26be391b3e24b595b09c068fc .ufbf904c26be391b3e24b595b09c068fc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufbf904c26be391b3e24b595b09c068fc:after { content: ""; display: block; clear: both; } READ: Seville EssayThe eyes and mouth, it is generally agreed, carry the heaviest load ofcommunicative and expressive manifestations. When the eyes of two persons meetthere is a special kind of communication. This special kind of communication isnot always desirable. In some cultures the Evil Eye , the direct stare, is oneof the worst possible social and/or supernatural offenses. The term eye contactis used to identify this special relationship. Eye contact is one of theclosest possible relationships. It can be used as a regulator inconversations in an informal kind of way, and it can be used in a more precisesignal, for example, between the chairman of a meeting and a member wh o isasking for the floor. At the end of a social evening, couples may signal Letsgo! only by eye contact. Deaf persons are insistent on eye contact interactions; they depend heavily on kinesic movement to supplement theconversation. The avoidance of eye contact also signals something meaningful. Looking away contributes to maintaining psychological distance. Other eyebehaviors are symptoms of abnormalities in human beings, such as excessiveblinking, depressed look, dramatic gaze, guarded gaze, and absent gaze. Theblink frequency can be a measure of tension, or even of sobriety as someresearchers have concluded. The mouth is a remarkable communicator, both on the obvious and subtlelevels. In fact, most mouth movement is not associated with sound at all. Ifthe eyes are the windows of the soul, certainly the mouth is the very door. The grimace, in contrast to the movement made by a tic, is voluntary and withinthe control of the person who does it. Pouting is a well-known kinesic act ofchildren. Sticking out the tongue among the children of Western cultures is awidely-known expression of insult. Protruding the tongue, however, has othermeanings. It is a component of a negative response among the aborigines inQueensland and Gipps land where a negative is expressed by throwing the head ofa little backwards and putting out the tongue. Tongue movements may take placenaturally when one is thinking deeply or preoccupied with writing or silentreading such behavior when one is alone is known as autistic behavior. Jawmovement also occurs in moments of concentration, and in addition when theperson is carrying on some activity with an opening and closing motion. Thehands, of course, are of paramount interest here with a seemly endless array ofpossibilities which different cultures utilize in various ways. In somecultures specific hand gestures number in the hundreds. Movement of the headconveys various meanings depending upon the tilt, uprightness, thrust from thebody, and side movement. Paralanguage is some kind of articulation of the vocal apparatus, orsignificant lack of it, for example, hesitation between segments of vocalarticulation. This includes all noises and sounds which are extra-speech sounds,such as hissing, shushing, whistling, and imitation sounds, as well as a largevariety of speech modifications, such as quality of voice (sepulchral, whiny,giggling), extra high-pitched utterances, or hesitations and speed in talking. People from all different walks of life recognize that the human voicecommunicates something beyond language. These effects are referred to byimpressionistic descriptions such as tone of voice, voice quality, mannerof speaking, or the way he said it. There are modifying features which canoccur independently, such as crying and laughing, groaning, and whining. Theseare vocal characterizes which one talks through when they accompany language. The sounds used in language are referred to as segmental sounds or phonemes. They are produced by the articulatory organs of speech and each has a particulararticulatory phonetic description. Fricative sounds occur frequently inparalanguage, perhaps because of the air expired air movement is of muchimportance in paralinguistic. A surprising amount of paralanguage makes use ofsounds which might be considered more dramatic and exotic than the languagesounds. These sounds are trills and clicks and sounds modified in exotic ways,which without the modification might be considered ordinary. Trills are a kindof iterative articulation; that is, repetitions of a flap articulation by themovable parts of the speech mechanism. Any part of the speech apparatus whichcan move may be involved in a trill, whether it be the lips, tongue, cheek,uvula, velic, or vocal cords. .u843c00dd723c950e1abb2cb97e7c2b7c , .u843c00dd723c950e1abb2cb97e7c2b7c .postImageUrl , .u843c00dd723c950e1abb2cb97e7c2b7c .centered-text-area { min-height: 80px; position: relative; } .u843c00dd723c950e1abb2cb97e7c2b7c , .u843c00dd723c950e1abb2cb97e7c2b7c:hover , .u843c00dd723c950e1abb2cb97e7c2b7c:visited , .u843c00dd723c950e1abb2cb97e7c2b7c:active { border:0!important; } .u843c00dd723c950e1abb2cb97e7c2b7c .clearfix:after { content: ""; display: table; clear: both; } .u843c00dd723c950e1abb2cb97e7c2b7c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u843c00dd723c950e1abb2cb97e7c2b7c:active , .u843c00dd723c950e1abb2cb97e7c2b7c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u843c00dd723c950e1abb2cb97e7c2b7c .centered-text-area { width: 100%; position: relative ; } .u843c00dd723c950e1abb2cb97e7c2b7c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u843c00dd723c950e1abb2cb97e7c2b7c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u843c00dd723c950e1abb2cb97e7c2b7c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u843c00dd723c950e1abb2cb97e7c2b7c:hover .ctaButton { background-color: #34495E!important; } .u843c00dd723c950e1abb2cb97e7c2b7c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u843c00dd723c950e1abb2cb97e7c2b7c .u843c00dd723c950e1abb2cb97e7c2b7c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u843c00dd723c950e1abb2cb97e7c2b7c:after { content: ""; display: block; clear: both; } READ: English Literature Mock IOP Outline EssayThe click sounds are made by causing a suction of air in the mouthcavity. These percussive-like sounds are well documented as speech sounds inseveral languages, but, like the kiwi bird in New Zealand, they occur in onlyone geographical area of the world. The type of modification when the lips areinvolved, or puckered, is called labialization, and in speech sounds is used inFrench, German, Scandinavian, and many other languages. In English this type ofrounded lip modification is known as baby talk. Palatalization is a kind ofmodification made by the blade of the tongue in contact with the palate. Itoccurs very commonly in Slavic lang uages. Nasalization is a kind ofmodification which permits air to escape through the nose while pronouncing anoral sound. Nasalized vowels occur in the language structure of French, but inEnglish occur only in paralanguage. Nasalization also occurs in strong emotionsof love and hatred due to the swelling and shrinking of the nasal membranes inthese circumstances. Pharyngealization is another modification and is producedin the back of the throat. It results from opening up the area of the pharynxby tongue movement. This occurrence is noted in the Arabic language. Muscleconstriction is a tightening of the vocal apparatus which produces sounds knownas fortis in language systems, in contrast to sounds made in relaxed manner,which are known as lenis. Constriction of the vocal cords is said to occur ina special kind of speech among the Amahuacas of Peru. There are extra-speech sounds used for communication which are treatedhere, never occur, as far as has been recorded, in any language system of theworld. This group, non-language sounds, includes such noises as the whistle,the kiss, the yell, the groan, clapping of the tongue, various percussivesounding noises made with mouth air articulated by the lips and tongue, but notto be confused with mouth clicks, and a variety of imitative noises, such as thebilabial pop when the champagne cork is released. Whistling as acommunication device is world-wide, from spontaneous, expressive whistling forjoy, or whistling in the dark, to simple signals across distances, such asamong mountain climbers in the Alps who call for help by whistling. The kiss isa bilabial voiceless click which is articulated in the manner of the otherclicks actually used in languages which were described previously under specificlanguage sounds. Kempelen classified kisses into three types, according totheir sounds: the ki ss proper, a clear-ringing kiss, coming from the heart; theweaker kiss, from an acoustic point of view; and a loathsome smack. The kiss isused in greetings and in affectionate display, but also has other functions withcommunicative value. The yell, and variations of it as expressed by the scream,shout, roar, howl, bellow, squeal, holler, shriek, or screech, are effectivenon-speech communications, difficult to describe technically, and almostimpossible to duplicate the effect of in other kinds of communication media. The Confederate Yell, during the Civil War, was a ulant yell that was the signalfor the Confederate troops to charge at the enemies. The use of paralanguage in todays society is very prominent. We useparalanguage with children when we tell them to be quiet by saying shush. Ifwe see something disgusting we can make a gagging sound which shows disapproval. We also use kinesics today a lot too. We use the O.K. sign to signal thateverything is fine. We even have body language for vulgar words that manypeople today seem to use a lot. The study of these two topics can help a lot inunderstanding what people are really saying in todays society. Without theunderstanding of kinesics or paralanguage we would not be able to help bridgethe gap between certain cultures or even each other. We need these two non--verbal communication techniques to survive.

Thursday, March 19, 2020

A Walk To Remember essays

A Walk To Remember essays Nicholas Sparks A Walk to Remember draws out many emotional responses two of which are happiness and sadness. The happiness didnt just come from various instances in the story, but came from the story as a whole. When Landon says, It was, I remember, the most wonderful moment of my life(240), it brings back to your memory the ups and downs that Landon and Jamie had throughout the story. You realize the maturing that has taken place in this young man and it makes you feel good. At the same time you cant help but feel sad. This beautiful angel that Landon has grown to love dies. Im dying, Landon(190). When those words exit her lips your heart sinks. Sure, Landon fulfills Jamies wish and marries her, but she dies. Therefore, there are mixed emotions expressed in this novel. A Walk to Remember is a story about a boy named Landon during his senior year of high school that ends with a walk that he will never forget. Landon Carter is the son of a U.S. Senator growing up in the south. At school he decides to join a drama class, because it is full of girls. However, the one girl he didnt want to be in that class, Jamie Sullivan, is. Ironically, she was his last resort to go to the homecoming dance and that is when the ball got rolling for these two lovebirds. Due to the fact that the lead male role in the play couldnt perform the part, Landon was forced to take the position. That meant he had to be with Jamie every day and later he was asked to walk her home every evening as well. This really annoyed Landon, because he didnt really like Jamie, so he thought. When the play came around it was a smash and when Landon saw Jamie dressed as an angel he realized that he might be in love with her. He started going over to her house more often, brought her to his house and inevitably fell in love. This was all fine and dandy until Jamie dropped a bomb on Lando...

Tuesday, March 3, 2020

Standard Lesson Plan Format for ESL Teachers

Standard Lesson Plan Format for ESL Teachers Teaching English, like teaching any subject, requires lesson plans. Many books and curricula provide advice on teaching English learning materials. However, most ESL teachers like to mix up their classes by providing their own  lesson plans and activities. Sometimes, teachers are required to create their own lesson plans when teaching ESL or EFL at international institutions that are scattered throughout the world. Develop your own lesson plans and activities by using a basic template. Standard Lesson Plan Format Generally speaking, a lesson plan has four specific parts. These can be repeated throughout the lesson, but its important to follow the outline: Warm-upPresentFocus on specificsUsage in a wider context Warm-Up   Use a warm-up to get the brain thinking in the right direction. The warm-up should include the target grammar/function for the lesson. Here are a few ideas: Ask small talk questions about the weekend for a lesson on the simple past.Discuss a hypothetical situation for a lesson focusing on conditionals.Challenge students to describe others in class when working towards building descriptive vocabulary.   Presentation The presentation focus on  the learning objectives of the lesson. This is the teacher-guided section of the lesson. You might: Explain grammar at the whiteboard.Show a short video to introduce a topic of discussion.Present new vocabulary, making sure to provide lots of  contexts.Present written work for a class discussion of structure. Controlled Practice Controlled practice allows for close observation to gauge whether the learning objectives are understood. Controlled practice activities include:​ Gap-fill exercises on tense conjugation.Complete-the-sentence exercises to encourage specifically-written formulas.Reading and listening comprehension activities.Language function practice on specific activities such as apologizing, negotiating, and thanking. Free Practice Free practice allows students to take control of their own language learning. These activities should encourage students to explore language with activities such as: Class debatesCreating role-plays and acting them out for othersGames focusing on communication skillsEssay writing During the free practice section, take note of common mistakes. Use feedback to help everyone, rather than focus on individual students.   This lesson plan format is popular for many reasons, including: Students have a number of chances to learn a concept through various means.Students have plenty of time to practice.Teachers can give detailed instruction, or students can deduce structures and learning points through practice.The standard lesson plan format provides structure.The lesson provides for variation over the course of 60 to 90 minutes.This lesson plan format moves from teacher-centered to student-centered learning. Variations on the Lesson Plan Format Theme In order to keep this standard lesson plan format from becoming boring, it is important to remember that there are a number of variations that can be applied to the various segments of the lesson plan format. Warm-up:  Students might arrive late, tired, stressed or otherwise distracted to class. In order to get their attention, its best to open with a warm-up activity. The warm-up can be as simple as telling a short story or asking students questions. The warm-up can also be a more thought-out activity, such as playing a song in the background or drawing an elaborate picture on the board. While its fine to start a lesson with a simple How are you, its much better to tie your warm-up into the theme of the lesson. Presentation: The presentation can take a variety of forms. Your presentation should be clear and straightforward to help students understand new grammar and forms. Here are a few suggestions on how to present new materials to the class: Reading selectionSoliciting students knowledge about a specific pointTeacher-centered explanationListening selectionShort videoStudent presentation The presentation should include the main meat of the lesson. For example, If you are working on phrasal verbs, make the presentation by reading something thats peppered with phrasal verbs. Controlled practice: This  section of the lesson provides students with direct feedback on their comprehension of the task at hand. Generally, a controlled practice involves some type of exercise.  Ã‚  Controlled practice should help the student focus on the main task and provide them with feedback - either from the teacher or the other students. Free practice: This integrates the focus structure, vocabulary, and functional words and phrases into students overall language use. Free practice exercises often encourage students to use the target language structures in: Small group discussionsWritten work (paragraphs and essays)Listening comprehension practiceGames The most important aspect of free practice is that students should be encouraged to integrate language learned into larger structures. This requires more of a stand-off approach to teaching. Its often useful to circulate around the room and take notes. Students should be allowed to make more mistakes during this part of the lesson. Utilizing Feedback Feedback allows students to check their understanding of the lessons topic and can be done quickly at the end of the class by asking students questions about the target structures. Another approach is to have students discuss the target structures in small groups, once again giving students the chance to improve understanding on their own. In general, it is important to use this lesson plan format to facilitate students English learning. The more opportunities for student-centered learning, the more students acquire language skills for themselves.