Tuesday, August 6, 2019
Cultural Issues in Middle School Essay Example for Free
Cultural Issues in Middle School Essay Middle school is one of the most difficult situations of transition. Middle schoolers are awkward, hard to deal with and confused. They aren’t children but certainly not adults. They are egocentric to say the least and have little concern for the consequences of their actions. Yet, they are also one of the best ages to work with, if one is willing to try to understand their difficult lives. The culture in middle school can be broken down as such: sexuality, intellect, and social status. Sexually, these students have to deal with their changing bodies and feelings. They also have to try to understand how these feelings and changes fit in appropriately within the community. This is the area they are most sensitive toward. Intellectually, students have to decide if being â€Å"smart†is something they are willing to do. In some environments, being smart is cool, so those students who are gifted have no trouble fitting in. In other schools, these students are outcasts. When it is not cool to be smart, many students have a hard decision to make. If they show their gifts, they may sacrifice social standing. When it is cool, the struggling students feel even more left out and troubled. At times, these students may even act dumber to try to hide how much they truly struggle. Social status varies with each school environment. Wealth, possessions, address, family legacy and athletic ability are all indicators of success. Middle school is a contest and students are constantly scrutinizing each other to see who will win, popularity being the prize, of course. There are leaders and followers; the status symbols then change as the leaders themselves change. Whether it is the newest clothing label, shoe or track star, the culture of middle school is dominated by judgment. Evaluation The Illuminative Model of Evaluation rests its assessment on process. It appraises based on qualitative analysis of a situation in order to understand its initiation as clearly as its conclusion. Thus, in order to evaluate a situation, one must observe the effects of the process not simply look at data. The following tools of assessment are based upon that model and are applied to the curriculum overall. Several lessons will be used that typify the learning environment created within the classroom. Evaluation One: How does this lesson provide skills that work outside the testing environment? To evaluate this lesson, the calendar of lessons was assessed. Questions were asked such as, how do the lessons flow and what overall messages are the students receiving? Can they define, find and apply the concepts discussed in class? Upon reviewing the lessons, they seem to present isolated concepts. The entire unit is research process and narrative writing techniques which are two genres and should be taught separately. These lessons are trying to do way too much too fast. Middle school students are more successful when you break the process down and connect it to real world reasons for completing the work. If they would’ve started with day five, â€Å"reading the memoir,†then they could use the text to help define and find the language. Once they can do that, then they can apply the concepts such as writing dialogue, good word choice and using sensory language. The lesson plans as they are, present interesting skill sets but they aren’t connected to the question of, how do I apply this to reading and writing outside school. These skills might help them pass a test, but if you ask them to write dialogue, they will not know how. The non-fiction author board is a great idea but is not developed. They are completing tasks that have a function. This project should be enhanced by having students read Georgia authors and doing actual research and a research project on their author. This schedule needs to be totally revamped in order to serve the real world needs of the students. Evaluation Two: Does this lesson connect to a home environment? As is, there is no connection with the home environment. This will lessen the importance of the work and disconnect the families from what the students are learning. To enhance the process, when having the students write narratives, why not have them collect narratives from family members? This validates the home environment while creating an interest in the school environment at home. For the research section, they could research their family tree or conduct a survey at home regarding their family’s favorite authors. The greater the involvement from the home, the greater opportunity to work with the family for the student’s well being. Evaluation Three: What purpose does technology serve? This also needs improvement. There is no use of technology which works against evaluative point number one. In the larger society, students must be technologically literate. Students should research using the internet, present their projects via power point, and utilize online oral history collections to hear memoirs. Computers should not only be used to type in language arts but should be used as a tool for diversification of learning styles and presentation methods. Conclusion Overall, the learning process in this curriculum model needs to be improved. The questions of evaluation, based on the Illuminative Model, show that the process is flawed. Although there are many interesting lessons, they don’t flow together to teach an entire concept that can be applied to a real world learning situation. The terms need to be taught as part of an entire concept. Students can then define, find and apply what they have learned rather than simply be occupied for a 45 minute block of time. According to this model, students are more successful when the process is improved. The product should be the last point of evaluation rather than the first.
Potassium Lithium Hydrogen Phthalate Mixed Crystals
Potassium Lithium Hydrogen Phthalate Mixed Crystals 3. RESULTS AND DISCUSSION SECTION 3.1 Synthesis, growth, structure and characterization of potassium lithium hydrogen phthalate mixed crystals* In the present work, we report the growth and structure of a new mixed crystal C16H16KLiO11 (PLHP), which crystallizes in a non-centrosymmetric space group P21 and SHG-active. The grown crystals were subjected to various characterization studies which are briefly described below. Here it is established that by synthesising the mixed crystal in a different route with a controlled concentration of additive, one can sustain nonlinearity at the macro level by allowing the specimen to crystallise in a polar space group. The main objective of the investigation is to design a noncentrosymmetric structure by attempting a different route of synthesis, leading to NLO activity. Steering to noncentrosymmetry from centrosymmetry is made possible by changing the growth conditions. 3.1.1. Crystal growth The mixed crystal PLHP was synthesized from an aqueous solution containing equimolar quantities of AR grade potassium hydrogen phthalate (KHP) and lithium carbonate (Li2CO3) in slightly acidic conditions using de-ionized water. After successive recrystallization, the mixed crystals were grown by the slow evaporation solution growth technique. The crystallization took place within 20-25 d and the crystals were harvested. Photographs of as- grown crystals are shown in Fig. 3.1.1. Fig. 3.1.1. Photographs of mixed crystal PLHP 3.1.2. FT-IR The FT-IR spectrum of the as-grown specimen is shown in Fig.3.1.2. An absorption band in the region 500-900 cm-1 corresponds to the C-H out of plane deformations of aromatic ring. The C=O stretching frequency appeared at 1670 cm-1. The characteristic vibrational patterns of KHP104, lithium hydrogen phthalate (LiHP) 22 and PLHP are given in Table 3.1.2. A slight shift of some of the characteristic vibrational frequencies could be due to the stress development because of Li incorporation. Fig. 3.1.2. FT–IR spectrum of mixed crystal PLHP Table 3.1.2. FT-IR frequencies of some acid phthalate crystals (cm-1) aRef 105 bRef 22 c Present study 3.1.3. TGA/DTA Thermal studies reveal the purity of the material. The TGA curve shows a single stage weight loss at à ¯Ã‚  ¾150o C due to loss of water molecule. In DTA, the broad endothermic peak at 420 °C, is due to decomposition. The residual mass observed from thermogram at 600 °C is ~50%. (Fig. 3.1.3). 3.1.4. SEM / EDS The SEM micrographs give information about the surface morphology and it is used to check the imperfections105. The SEM pictures of PLHP at different magnifications are shown in Fig. 3.1.4.1. It shows highest surface roughness in a plate like structure, due to defect centers and crystal voids. The presence of Li and K in the PLHP crystal lattice is confirmed by energy dispersive spectroscopy (EDS) (Fig. 3.1.4.2). Fig. 3.1.4.2. EDS spectrum of PLHP 3.1.5. AAS and CHN analysis Atomic absorption spectroscopic studies were carried out to quantify Li (20.6 ppm) and K (21. ppm ) in the sample. Also, CHN elemental analysis was performed to estimate the quantity of carbon and hydrogen present in PLHP. The elemental composition found was: C 42.93%, H 3.29%. The calculated composition was: C 44.63%, H 3.7%. 3.1.6. UV-visible The UV-visible spectrum of the mixed crystal PLHP reveals high transmittance in the visible region and the lower cut-off wave length is observed at ~300 nm. Incorporation of foreign metal ion into the KHP crystal lattice does not destroy the optical transmission of potassium hydrogen phthalate. The concentration of an absorbing species can be determined using the Kubelka-Munk equation106 correlating reflectance and concentration, F(R) = (1-R)2 / 2R = ÃŽ ± / s=Ac / s where F(R) is Kubelka-Munk function, R is the reflectance of the crystal, ÃŽ ± is absorption coefficient, s is scattering coefficient, A is absorbance and c is concentration of the absorbing species. The direct band-gap energy of the specimen is estimated as 4.05 eV, from the Tauc plot [F(R)hÃŽ ½]2 versus hÃŽ ½ (eV) (Fig. 3.1.6). Fig. 3.1.6. Tauc plot (Direct Band gap energy) 3.1.7 X-ray diffraction analysis The powder XRD pattern of PLHP shows that the sample is of a single phase without a detectable impurity. Narrow peaks indicate the good crystallinity of the material. At room temperature all the observed reflections were indexed. The indexed powder XRD pattern is shown in Fig. 3.1.7.1. Peak positions in powder XRD match with simulated XRD patterns from single crystal X-ray diffraction. The relative intensity variations could be due to the preferred orientation of the sample used for diffractogram measurement. Also, the mosaic spread of powder and single crystal patterns may differ, resulting in intensity variations. The structure of PLHP is elucidated and the ORTEP is given as Fig. 3.1.7.2. Three-dimensional view of intramolecular hydrogen bonding interactions is displayed in Fig. 3.1.7.3. The chemical formula C16H16KLiO11 confirms the presence of K and Li in the crystalline matrix, well supported by energy dispersive X-ray spectroscopy (EDS) and atomic absorption spectroscopy (AAS). The specimen crystallizes in the monoclinic crystal system with the noncentrosymmetric space group P21. The crystallographic parameters of PLHP, KHP, LiKP and LiHP are listed in Table 3.1.7.1. Fig.3.1.7.1. Experimental (red) and simulated (blue) powder XRD patterns Fig.3.1.7.2. ORTEP of PLHP Fig.3.1.7.3. Three dimensional view of intramolecular hydrogen bonding interactions (OHà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O) Table 3.1.7.1. Crystal data of LiHP, KHP, LiKP and PLHP crystals The alkali ions are linked to each other by O–Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O hydrogen bonds through the carboxylate oxygen. The O atoms of the carboxylate group (in phthalate ions) namely O(1)-O(8) are connected to K1, while the lithium ions are connected with central metal ion via O(5)-O(6), O atoms of the water molecules. The K-O bond distances range from 2.8311 (19) to 3.207 (8) Ã…, which is higher than bond distances observed in potassium hydrogen phthalate monohydrate 2.305 (1) –2.597 (1) Ã…. The Li–O bond distances lie in the range 1.956 (3)–1.968 (3) Ã…. The aromatic C-C bond distances fall in the range 1.377 (3) –1.485 (2) Ã…. The four carboxy C-O distances are almost same and the values are close to that observed for potassium hydrogen phthalate monohydrate107 and sodium acid phthalate108. In LiKP, O(4)–K(1) bond distance lies at 2.7491 Ã… whereas in our present study, the O(4)–K(1) bond dist ance is 2.7671 Ã…. The selected bond angles and bond lengths are given in Table 3.1.7.2. Crystal packing with hydrogen bonding interactions along the b-axis is given in Fig. 3.1.7.4. Strong intramolecular hydrogen bonding interactions are O(2)-H(2)à ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O(11) and O(5)-H(5B)à ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O(3) assembled with distances of 1.77 and 1.86 Ã… respectively (Fig. 3.1.7.5). Weak intermolecular interactions are observed for O(7)-H(7B)à ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O(10), O(7)-H(7B)à ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O(11) and O(5)-H(5B)à ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O(1), with bond distances of 2.41 (2), 2.46 (3) and 3.25 (4) Ã… respectively (Table 3.1.7.3.). Table 3.1.7.2. Selected bond lengths (Ã…) and angles (o) of PLHP Table 3.1.7.3. Hydrogen bonds geometry for PLHP [Ã…, o] Fig. 3.1.7.5. Three dimensional image of polyhedron with O-Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O interactions 3.1.8. SHG efficiency In order to confirm the influence of incorporation of lithium on the NLO properties of KHP the pure and mixed crystals were subjected to SHG test with an input radiation of 6.5 mJ/pulse. The outputs give the relative SHG efficiencies of the measured specimens. As seen, the SHG activity of the mixed crystal is comparable with that of KHP (Fig. 3.1.8) and it is quite likely due to the facile charge transfer, not disturbed by Li-incorporation. Although many materials have been identified that have higher molecular nonlinearities, the attainment of second-order effects requires favourable alignment of the molecule within the crystal109. It has been reported that the SHG can be greatly enhanced by altering the molecular alignment through inclusion complexation110. The mixed crystal PLHP grown from an aqueous solution containing equimolar quantities of reactants crystallize in a noncentrosymmetric space group P21 and SHG-active, whereas when Li is taken in excess in the growth medium the f ormed mixed crystal LiKP crystallizes in a centrosymmetric space group P1 and hence SHG-inactive29. It is interesting to observe that the mixed crystal of KHP synthesized by a different route crystallises in a polar space group. By changing the growth conditions it is possible to attain noncentrosymmetry in preference to centrosymmetry, a required characteristic of an NLO material. Fig. 3.1.8. The comparative SHG oscilloscope traces of the powder samples of KHP (red) and PLHP (blue) 3.1.9. Hirshfeld surface analysis The Hirshfeld surfaces of PLHP have been demonstrated in Fig. 3.1.9.1 by showing dnorm, shape index, de and di. The Hirshfeld surface111-113 surrounding a molecule is defined by points where the contribution to the electron density from the molecule under consideration is equal to the contribution from all the other molecules. For each point on that isosurface, two distances are determined: one is de representing the distance from the point to the nearest nucleus external to the surface and second one is di, representing the distance to the nearest nucleus internal to the surface. The normalized contact distance (dnorm) is based on both de and di. The surfaces are shown as transparent to allow visualization of the molecule around which they were calculated. The circular depressions (deep red) which are visible on the Hirshfeld surface are an indicator of hydrogen bonding contacts and other visible spots in Fig. 3.1.9.1a are due to Oà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Li ( 3.6%), Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O (14.5%), Oà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢H (15.9%), Kà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O (2.0%) and Lià ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O (3.5%) interactions. The short interactions represented by deep red spots in de surface (Fig.3.1.9.1c) are Oà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Li contacts (3.6%). The dominant Oà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢H (14.5%), Lià ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O (3.5%) and Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢H (31.7%) interactions are viewed in di surface plots by the bright red area in Fig. 3.1.9.1d. The shape index indicates the shape of the electron density surface around the molecular interactions. The small range of area and light color on the surface represent a weaker and longer contact other than hydrogen bonds. The two-dimensional fingerprint plots114 of PLHP exemplify the strong evidenc e for the intermolecular interactions pattern. In the fingerprint region (Fig. 3.1.9.3), Oà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢H (15.9%) interactions are represented by a spike in the bottom area whereas the Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O (14.5%) interactions are represented by a spike in the top left region. Hydrogen-hydrogen interactions Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢H (31.7%) are very high while compared to the other bonding interactions. Sharp curved spike at the bottom left area indicates the Oà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Li (3.6%) and top left corner with curved spike indicates the Lià ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢O (3.5%). The finger print at the bottom right area represents Cà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢H (11.7%) interactions and top right area represents Hà ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢Ãƒ ¢Ã‹â€ â„ ¢C (8.7%) interactions. The number of interactions in terms of percent age are represented in a pie chart in Fig. 3.1.9.2. Fig.3.1.9.1. Hirshfeld surface analysis of PLHP (a) dnorm (b) shape index (c) de (d) di Fig. 3.1.9.2. Relative contribution of various intermolecular interactions in PLHP Fig. 3.1.9.3. Fingerprint plots of PLHP 1
Monday, August 5, 2019
Behaviourist Method Of Teaching English Language Essay
Behaviourist Method Of Teaching English Language Essay Lesson Plan Outline order of events as they are planned to occur during your lesson. Present these in the order of progression in your lesson; that is, as each occurs.  ½ marks given if not done. [you may incorporate either the Madeline Hunter Behaviorist lesson plan format here or the Constructivist lesson plan format here. See the applicable format documents in the Final Project area of BlackBoard.] The teacher will lecture using PowerPoint and a short video from YouTube about Hess law. Also once students have grasped concepts teacher will move on to explain formulas and molar enthalpy. Homework includes: Exercise handouts about Hess law and molar enthalpy. (Note: This is located in the bottom right drawer in the file labeled Hess law). The students will be responsible for knowing and being able to apply Hess law in a variety of ways and calculating the change in molar enthalpy. There are a bunch of assignments I wish the students to complete for the following class. This is including reading the disclaimer sheet about lab safety as we will be in the lab the following class period. (Note: The sheets are due at the end of the week ). The students will eventually be doing a presentation using some form of technology to eventually describe alternative fuels that can be used and how it applies to Molar Enthalpy. This will be introduced in the next class period. THEORY INTO PRACTICE: Which Learning Theory predominates your Lesson: The behaviorist Method. Behaviorist teaching methods tend to rely on so-called skill and drill exercises to provide the consistent repetition necessary for effective reinforcement of response patterns. Other methods include question (stimulus) and answer (response) frameworks in which questions are of gradually increasing difficulty, guided practice, and regular reviews of material. Behaviorist methods also typically rely heavily on the use of positive reinforcements such as verbal praise, good grades, and prizes. Behaviorists test the degree of learning using methods that measure observable behavior such as exams. Behaviorist teaching methods have proved most successful in areas where there is a correct response or easily memorized material. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? From a behaviorist perspective, the transmission of information from teacher to learner is essentially the transmission of the response appropriate to a certain stimulus. Thus, the point of education is to present the student with the appropriate repertoire of behavioral responses to specific stimuli and to reinforce those responses through an effective reinforcement schedule. An effective reinforcement schedule requires consistent repetition of the material; small, progressive sequences of tasks; and continuous positive reinforcement. Without positive reinforcement, learned responses will quickly become extinct. This is because learners will continue to modify their behavior until they receive some positive reinforcement. What is/are the teacher role[s] in your lesson. The teacher will be instructing as it is an important point as they build a foundation for the understanding of thermodynamics and the application of this in the laboratory. Through drill and practice and following the specificities of the lesson will be successful in completing this task. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] This is demonstrated throughout the lesson as it is a scientific law and cannot be interpreted any other way. There are specific rules to follow that cannot be interpreted or changed. They are using formulas and plugging in their respective numbers to find the change in heat. What type[s] of learning is/are best explained in your lesson: The behaviorist Method! This is teacher/visual based learning as the students will be introduced to this topic by teacher based instruction. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: While there are internet resources that follow a loose guide I believe that it is in the best interests of the students if the teacher were to explain in detail thermodynamics and Hess law and apply these principals to the molar enthalpy of reactions, combustion etcà ¢Ã¢â€š ¬Ã‚ ¦ State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: When designing my lesson when introducing the various points, it is important for me as the teacher to emphasize these points that will be required for students to grasp before moving onto more challenging concepts. For example the power point slide enclosed will highlight the formulas and other important concepts. For this lesson only I wish that you speak about Hess law. I also like to do some fun examples on the board because many of the students in my class are passionate about chemistry. LEARNING STYLES: This lecture appeals to the following: Logical-Mathematical learner: The lecture appeals to this type of learner because of the materials covered. Also the introduction and application of new formulas. Interpersonal learner: With multimedia and interaction between peers and those who are interpersonal learners will benefit. Verbal-Linguistic learner: This is mainly for those who are good listeners as the instructor explains and the students will listen and hopefully retain the information. Visual-Spatial learner: This type of learner will benefit from the various technologies and multimedia presentations that will capture their attention. Also seeing the formulas and the rules of Hess law will allow them to understand the material. - RESOURCES/MATERIALS: Identify all resources and materials used to create your lesson PLUS those resources and materials used by the teacher and students during your lesson Content resources (books, handouts, materials, etc.) There are a lot of handouts with the most basic of examples. Their textbook also gives a good explanation of what they need to know. Hardware (computers, TV, VHS, etc) Computers Software/Web Resources (CD- ROMs, URLs, graphics, pictures, etc.) You tube, Pictures, Websites, Powerpoint. Other media, video, satellite, etc. None - STUDENT EVALUATION: There are worksheets enclosed that will be graded for marks and will count towards their homework grade. However, I would stress that this information will only get harder as we move into chapter exams and for their presentations as well. The evaluation for this class is very minimal but essential as if the students do not understand this concept I will revisit this upon my return. STUDENT DETERMINED CONTENT: The Mind map is a very useful tool that the students can do as a teacher guided activity. I have enclosed a sample mind map and would like under your guidance to create a new one. The program that I use is called Inspiration. This will allow the students to think about their lesson and reflect. The goal is that the students think about molar enthalpy and its varying functions. For evaluating the class as a whole there are Hot potato multiple choice questions, fill in the blanks and a crossword. This would be useful to do at the end of the lesson to reiterate the points stated by the power point. The goal is to reinforce the points for the students. Also within the power point lesson there is a video about Hess law calculations courtesy of You tube. These will give the students another viewpoint and hopefully expand their mind and allow them to take in the information. The grades on the worksheet will go under the homework section of their assignment. However you need not worry about that as I will return.
Sunday, August 4, 2019
Essay --
Some theorists, like Lakoff, that both genders are innately different when it comes to communication and therefore both genders are treated differently (Lakoff 1975: 50). Foels, Driskell, Mullen, and Salas believe that both genders do not communicate differently in the least and instead communication techniques vary according to the situation or context in which a person interacts (Foels, Driskell, Mullen, Salas 200: 676-677). Some, like Tannen and Wood, even believe that the main distinction between male and female talk is not that both genders communicate differently; it is that males and females simply misunderstand each other (Tannen 1990: 363,368; Wood 2009: 7-8, 25). Arguments from theorists Cameron, Coates, Ostermann, West et al, and Harvey will also be explored when analyzing the gender distinctions evident in communication. Recognizing particular cues that concern a certain situation can be taught and may not be gender-dependent. There do seem to be appropriate ways to comm unicate based on what one is attempting to achieve in conversation – having nothing to do with gender. Examples in the transcription of the conversation of four females I observed show that females tend to speak in higher pitches. But other theories may suggest that women are merely socialized to communicate in this way – based upon culture, environment, context, etc. Robin Lakoff suggests that women tend to use â€Å"tag questions,†which illustrate an uncertain and weaker picture of questioning compared to that of an authoritative and aggressive male form of questioning in communication (Lakoff 1975: 54-58). Lakoff also suggests that women use hedges and imperatives more often when communicating. For example, questions like â€Å"It is sort of cold (hedge). Wh... ...lities in dating and comparing the study’s findings with the transcription will add value to what the study determines is â€Å"girl talk.†Like the study suggests, and what society generalizes as well, female communication differs systematically in many ways from that of male communication. I also want to analyze other ways of communicating more effectively, ignoring the notion of gendered talk and what implications that may have – what happens when a male or female steps out of their schema and maybe communicates opposite of what is expected of him or her. My transcription contains cross-cultural communication as well, which may suggest other preconceived notions on female communication. Exploring female communication from other cultures and comparing it to our cultured communication may also suggest that communication differences are only situational or contextual.
Saturday, August 3, 2019
Integrated Pest Management :: essays research papers
Integrated Pest Management Integrated pest management (IPM) is a recently developed technology for pest control that is aimed at achieving the desired control while reducing the use of pesticides. To accomplish this, various combinations of chemical, biological, and physical controls are employed. In the past, pesticides were all too often applied routinely whether needed or not. With IPM, pest populations as well as beneficial parasite and predator populations are monitored to determine whether the pests actually present a serious problem that needs to be treated. If properly and extensively employed, IPM might reduce pesticide use by as much as 50 percent, while at the same time improving pest control. If this goal were achieved, the environmental problems would be minimized, and significant benefits would result for farmers and society as a whole. IPM coordinates economically and environmentally acceptable methods of pest control with judicious and minimal use of toxic pesticides. IPM programs assess local conditions, including climate, crop characteristics, the biology of the pest species, and soil quality, to determine the best method of pest control. Tactics employed include better tillage to prevent soil erosion and introduction of beneficial insects that eat harmful species. Many pests that are attached to crop residues can be eliminated by plowing them underground. Simple paper or plastic barriers placed around fruit trees deter insects, which can also be attracted to light traps and destroyed. Weeds can be controlled by spreading grass, leaf, or black plastic mulch. Weeds also may be pulled or hoed from the soil. Many biological controls are also effective. Such insect pests as the European corn borer, and the Japanese beetle, have been controlled by introducing their predators and parasites. Wasps that prey on fruit-boring insect larvae are now being commercially bred and released in California orchards. The many hundreds of species of viruses, bacteria, protozoa, fungi, and nematodes that parasitize pest insects and weeds are now being investigated as selective control agents. Another area of biological control is breeding host plants to be pest resistant, making them less prone to attack by fungi and insects. The use of sex pheromones is an effective measure for luring and trapping insects. Pheromones have been synthesized for the Mediterranean fruit fly, the melon fly, and the Oriental
Friday, August 2, 2019
Iago as the Representation of Evil in Shakespeares Othello Essay
Iago as the Representation of Evil in Othello In Shakespeare's, Othello, the reader is presented the classic battle between the deceitful forces of evil and the innocence of good. It is these forces of evil that ultimately lead to the breakdown of Othello, a noble Venetian moor, well known by the people of Venice as an honorable soldier and a worthy leader. Othello's breakdown results in the murder of his wife Desdemona. Desdemona is representative of the good in nature. Good can be defined as forgiving, honest, innocent and unsuspecting. The evil contained within Othello is by no means magical or mythical yet is represented by the character Iago. Iago is cunning, untrustworthy, selfish, and plotting. He uses these traits to his advantage by slowly planning his own triumph while watching the demise of others. It is this that is Iago's motivation. The ultimate defeat of good by the wrath of evil. Not only is it in his own nature of evil that he suceeds but also in the weaknesses of the other characters. Iago uses the weaknesses o f Othello, specifically jealousy and his devotion to things as they seem, to conquer his opposite in Desdemona. From the start of the play, Iago's scheming ability is shown when he convinces Roderigo to tell about Othello and Desdemonda's elopement to Desdemona's father, Brabantio. Confidentially Iago continues his plot successfully, making fools of others, and himself being rewarded. Except Roderigo, no one is aware of Iago's plans. This is because Iago pretends to be an honest man loyal to his superiors. The fact that Othello himself views Iago as trustworthy and honest gives the evil within Iago a perfect unsuspecting victim for his schemes. The opportunity to get to Desdemona through Othello is on... ...96. Reprint from Literature. N. p.: Random House, 1986.  Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.  Muir, Kenneth. Introduction. William Shakespeare: Othello. New York: Penguin Books, 1968.  Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.  Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.  Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.†Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957
Thursday, August 1, 2019
Meance Ii Society
Corine James Menace Society II Caine Lawson was dealing with social structure theories and social learning theory. The choices Caine had to make was dealing with his past and he tries to better himself . That conclusion came with different kinds of criminal theories. Social learning theory is the focus on learning socially constructed meanings and beliefs through the association of family and peers. Caine had grown up in a rough black neighborhood filled with poverty, drugs, gangs, and death.This process where we not only learn how to, but the why it’s to engage in criminal acts. Kelvin(O-Dog) reactions were related to latent trait theory and sociocultural theory. The scene were O-Do g shot a guy for nothing. The guy only want a fix from O-Dog and he just shot him for no reason. The sociocltural view shows that gangs are natural response to lower class life and the status generate boys who cannot realize their aspirations by their means. On a cultural level, youth are encourag e to join gangs during periods of social, economic, and cultural turmoil.Clifton Powell- Pernell relates to strain theory includes the scene were he tells caine that he has his blessing to date Ronnie. This is the guy Caine looked up to as a dad. According to this view because of strain and social isolation, have a unique lower-class culture that develops in disappointment. Ronnie played the strain theory dealing with raising a child on her on. The scene where she walks in on Caine shows her son a gun. Chauncy scene related to social theory in acting out insurance fraud.
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