Fluency in a Foreign Language Essay Example for Free

eloquence in a distant nomenclature EssayThesis Fluency in a overseas phraseology should be required for all students before graduation from high school.Introduction In a world of go technology and higher education, it is imperative that students take the time to develop uncommon talents and expertnesss in order to gain a competitive edge over the ordinary individual.I. Fluency in a unusual language builds character.A. The time and commitment required from students to squ atomic number 18 off an entire new alphabet and vocabulary builds diligence. B. The achievement accomplished by students as they begin to understand and converse in a flash language produces confidence. II. Fluency in a distant language builds behavior skills.A. The ability to converse fluently in an some other language with an entirely new realm of people builds communication skills. B. The readiness to alternate between languages with family and friends builds flexibleness skills. III. Fluency in a foreign language creates unique opportunities. A. Fluency in a foreign language commits unique traveling opportunities. B. Fluency in a foreign language creates unique job opportunities Fluency in A Foreign Language Should Be Required For All Students Before grade From High SchoolIn a world of advancing technology and higher education, it is crucial that students take time to develop unique talents and skills which will give them a competitive edge over the average individual. Though many doubt the ability of suavity in a foreign language to go on students in auberge, businesses, educational systems, governmental offices, and health care departments are all eager to hire students with skills in foreign languages. As globalization becomes more prevalent, foreign language skills are quickly becoming a vital factor in preparation for the future. Fluency in a foreign language should be required for all students before graduation from high school.First of all, fluency in a for eign language builds character. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. According to Walter Pauk, a prominent professor of education at Cornell University, developing an open mind to new phrases and grammar structures along with finding the time required to practice them are two difficulties commonly encountered when memorizeing a foreign language (Pauk 2). Young mindsets are impressionable, and habits are installed early on on as students begin to discover and incorporate grammatical structures exceptional to their mother tongues. In order to break these habits, students in foreign language study must constantly open their minds to accept new rules that are introduced. While relearning and sounding place basic vowels, students must excessively adjust to sentence patterns that shake up been in all inverted.Students learn to work efficiently with limited time allowances available between their busy schedu les of daily bearing, striving to move beyond formerly erudite language habits. Distractions are pushed aside as students repeat new sentence patterns, rewrite new alphabets, and reread literature that seems to make no sense. The Department of learning from the University of Pennsylvania reports, The nature of language immersion teaches students how to stick to difficult tasks. This diligence translates to better performance on exams, because students will be more likely to tend on challenging problems (in White 2). Regardless of how difficult a task appears to be, students who wipe out mastered another language view the situation simply as nonpareil giant project to be conquered bit by bit. Constant and sincere effort spent learning a foreign language produces a firm determination in students to persevere and achieve their set goals.While the important character trait of diligence is being formed through foreign language study, the achievement realized by students as they beg in to understand and converse in a second language is also producing a say character trait of confidence. Introductory lessons in a foreign language start out as seemingly impossible to master, yet in collect time begin to make sense. Excitement escalates as the brain starts functioning in another language and continues beyond the first few lessons alone. Dincay, a professor at Istanbul atomic number 18l University, notes, the feeling of accomplishment that comes with students first steps toward a second language can spur them on to a deeper and broader passion for learning in general (Dincay 1). Students who reach an expertise level in foreign language carry that same capability acquired first through language studies over into other realms of life, producing competent results beyond areas concerning language alone.In her article, Benefits of Being Bilingual, Marcos writes, Studies suggest that persons with full proficiency in more than one language (bilinguals) outperform simil ar monolingual persons on both verbal and nonverbal tests of intelligence (Marcos 1). Proficiency in a foreign language develops a needed sense of accomplishment in students, enabling them to move on and conquer other tasks and responsibilities with rare poise and fortitude. They realize that unlike monolinguals, their lives are not confined to one glossiness alone, exactly can well extend to impact an incredible realm of people throughout their lives. Fluency in a foreign language builds character traits untold(prenominal) as diligence and confidence, both needed in daily life yet hard to produce.Secondly, fluency in a foreign language builds life skills. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. Students unfamiliar with another countrys language will find it more difficult to understand and accept the specific guidelines associated with the language however, as Ting-Toomey, professor of Human Communi cation studies at calcium declare University, writes in her book, To the native speakers, the rules of their language make perfect sense and are naturally more logical than those of any other languages (Ting-Toomey 86). Fluency in a foreign language carries students far past the simple phrases of Hello, How are you, and I love you, and allows them, like the natives, to converse comfortably through a completely foreign vocabulary and grammatical set-up. Once students comprehend and begin to intelligently utilize a foreign language, they are able to understand and relate to the society and culture in a way that many never will.Ted Ward, Dean of International Studies and Missions for a time at Trinity Evangelical Divinity School, writes in his book that a highly competent level of foreign language skill allows students to conceive ideas and communicate them in a way that is synchronous with those of the people of the force culture (Ward 154). Whereas monolinguals are often confined t o the society of others who speak their language, students fluent in a foreign tongue are free to get refer in a second world. Benefits produced from the time and effort spent in mastering another language include filling out visa forms, indication public newspapers, and ordering from local restaurant menus with ease. Teaching, debating, and participating in discussions with words and phrases making the most sense to native speakers are yet other privileges assailable up to students with foreign language skills.Along with better communication, the readiness to alternate between languages with family and friends builds flexibility skills. Bhattacharjee, author of the article Why Bilinguals Are Smarter, states, In a bilinguals brain both language systems are active even when he is utilize only one language, thus creating situations in which one system obstructs the other (Bhattacharjee 1). Students must constantly determine which language their listeners will understand and recall the correct words and grammatical format to use with that particular language. Though it might seem terribly overwhelming at first, Bhattacharjee concludes that this interference . . . isnt so much a handicap as a benignity in disguise , . . . forcing the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles (Bhattacharjee 1-2).Students fluent in a foreign language respond immediately to one picture, sentence, or idea with two answers from two different languages. Sometimes one particular language carries a better explanation or definition than another, and for the student fluent in a second language, the opportunity is open to decide which language better suits certain situations. Definitions go beyond one explanation alone, and society life is extended to two worlds rather than one. Students can be taught, or teach others from two vastly different spheres of gentleman and not be overwhelmed.Third and finally, fluency in a foreign language creates unique opportunities. Fluency in a foreign language gives unique traveling opportunities. While discussing various advantages given to foreign language students, Dincay shares that although thousands of people gain from their travels across the globe each and every year, it is the bilingual students, particularly, which receive the much broader traveling experience. While everyday tourists remain simply outsiders peering through a glass into another countrys unique culture, those familiar with and fluent in the native tongue are able to step beyond that glass barrier and enjoy their visits with full easy and liberty (Dincay 2). Whether visiting historical landmarks, using public transportation systems, or shopping in local markets, students fluent in the foreign language of the country are not restricted to fetching pictures, relying on others directions, or following suggested prices.They may raise questions over history, follow posted transportation signs, and ba rgain for better values. Fluency in a foreign tongue gives traveling students an opportunity to stand out with something special that most tourists cannot claim. In his book Why Johnny Should Learn Foreign Languages, Huebener states, The American businessman who can speak the foreign tongue fluently and who can make intelligent comments on the art and literature of the country will gain not only the business but also the respect of the person he is dealing with (Huebener 46). Tremendous time and energy are required to reach fluency in a language, and communicate incredible care and consideration to the countrys citizens as the student is seeking to enter their world and communicate with them on a much more intimate level than sign language alone. Many societies take great pride in their native language and culture and when another individual has developed a firm knowledge and understanding of it, the natives, in turn, form a strong appreciation and respect for these students that m any outsiders have not taken the time to earn.Fluency in a foreign language does not only create unique traveling opportunities, but also gives unique job opportunities. As the world advances in higher education and technology, men across the globe are seeking to make resources available to all. As one director in the Center for Applied Linguistics shares, The need for individuals who can speak and understand languages other than English is acute . . . from business and sociable services to national security and diplomacy (Malone et al. 1). A stronger focus on internationalism is emerging, making interaction with people from different linguistic backgrounds inevitable.Washington State University advertises a brochure that considers careers such as government, business, law, medicine and health care, teaching, technology, the military, communications, industry, social service, and marketing to be promising fields for students fluent in a second language, namely because an employer se es them as a bridge to new clients or customers (Knowing Other Languages Brings Opportunities 2). Students fluent in a foreign language can easily connect businesses with customers from a wide array of linguistic backgrounds and handle international business without hiring outsiders to translate. Proficiency in a second language is a skill envied and sought after by several employers as they seek to hire a staff to serve and elevate their organization to its maximal potential.Fluency in a foreign language should be required for all students before graduation from high school. The advantages produced from foreign language fluency are incredible and the opportunities limitless. Students are set up for successful futures in modern society as they leave high school and transition into the career world as boyish adults, able to communicate freely and work confidently in global communities around the world. The foundation laid is vital for young people going out to begin their adult live s in todays world.BibliographyBhattacharjee, Yudhijit. Why Bilinguals Are Smarter. The New York Times. The New York Times, 17 Mar. 2012. Web. 15 Oct. 2012. Budig, Gene A. Foreign Language guide Vital to U.S. Students. Lawrence Journal World (8May 2010) SR12. LJWorld.com. Web. 9 Oct. 2012. Dincay, Turgay. Advantages of Learning a Foreign Language at an Early Age. Todays Zaman. Todays Zaman, 25 Nov. 2011. Web. 9 Oct. 2012. Hawkins, Eric W. Foreign Language Study and Language Awareness. 1999 124-42. Web. 2 Nov. 2012. Huebener, Theodore. Why Johnny Should Learn Foreign Languages. Philadelphia Chilton Company, 1961. Print. Knowing Other Languages Brings Opportunities. New York Washington State University, n.d. Foreign Languages and Cultures. Washington States University. Web. 4 Nov. 2012. Malone, Margaret E., et al. Attaining High Levels of Proficiency Challenges for Foreign Language Education in the United States. CAL.org. Center For Applied Linguistics, 2005. Web. 2 Oct. 2012. Marcos, Kathleen M. Benefits of Being Bilingual. CAL.org. Center For Applied Linguistics, n.d. Web. 09 Oct. 2012. Pauk, Walter. Studying Foreign Languages. UWEC.edu. University of Wisconsin-Eau Claire, 13 Jan. 2012. Web. 7 Oct. 2012.Ting-Toomey, Stella. Communicating Across Cultures. New York Guilford, 1999. Questia.Questia. Web. 2 Nov. 2012.Ward, Ted W. Living Overseas A Book of Preparations. New York Free Press, 1984. Print. White, Mercedes. Language Immersion Classrooms Programs Are Popular, Diligence Translates to Performance. Deseret News. Deseret News.com, 29 Jan. 2012. Web. 1 Nov. 2012.

Conquerors or Jinas Essay Example for Free

Conquerors or Jinas Essay Jainististism originated in ancient East India by the birth and supreme liberation of twenty four conquerors or Jinas. People of the Jain organized religion commit that Jinas argon human beings who become divine by subduing their sensual desires and overcoming karma, which is the compendium of good and bad deeds. Good deeds every(prenominal)ow living beings to be reincarnated into superior forms, while bad deeds force them to accept inferior forms subsequently death (Jainism).The Jains believe that the source Jina or conqueror was a giant living on earth 8. 4 million years ago. The last Jina was Mahavira or The Great Hero, born in 550 BC. Mahavira is known as the founder of Jainism, seeing that he was able to attract a large number of followers to his faith (Jain Dharma). Like Siddharta Buddha, Mahavira had belonged to the warrior caste and renounced the world at the age of thirty (History of Jainism). Also like the Buddha, Mahavira had sought sp iritual reality in the solitude of asceticism. Ultimately he had found enlightenment, although it had taken him thirteen long years to get there.He had converted eleven Brahmans to his faith soon after. By the epoch of his death, he had founded a community of ascetics with fourteen thousand monks and thirty six thousand nuns. Mahavira is further known to take up starved himself to death a habituate referred to as salekhana (History of Jainism). According to the Jains, Mahavira is one of the fortunate ones, as he has conquered love and hate, pleasure and pain, attachment and aversion, and has thereby freed his soul from the karmas obscuring knowledge, perception, truth, and ability (Jain Dharma). The number 1 and foremost principle of living taught by Jainism is c tot eachyed Ahimsa or non-violence toward all living beings. Thus, the followers of Jainism have never encountered a problem of violence in their history. The merely issue that the people of the Jain faith have had to confront is disunity. Two hundred years after the attainment of nirvana on the disjoint of Mahavira, the Jain faith was divided into two sects the Digambar and the Svetambar. Both sects hold different views or beliefs about a number of issues.For example, Digambar monks of the Jain faith do not unwrap everything because of their belief that clothes serve as reminders of the world. Svetambar monks, on the other hand, argon known to wear seamless clothes that are usually colored white. Moreover, the Digambars are of the opinion that women are unable to attain liberation while they are living as women on earth. Svetambars, on the contrary, believe that women may indeed earn liberation seeing that one of the Jinas was a woman. Likewise, the Digambars and Svetambars have varied views about the prayers that are traditionally recited by the Jains (Jainism).The Jains do not believe in a creator of the universe. According to them, the world is without beginning or end. Furthermore, there is no single god of the universe (Sivananda). The following is a prayer of the Jains describing their unique archetype of divinity, following by a brief introduction of the same I bow to the Arahants, the perfected human beings, Godmen. I bow to the Siddhas, liberated bodiless souls, God. I bow to the Acharyas, the masters and heads of congregations. I bow to the Upadhyayas, the spiritual teachers.I bow to the spiritual practitioners in the universe, Sadhus. This fivefold obeisance mantra destroys all sins and obstacles, and of all auspicious repetitions, is the first and foremost (Welcome to Jainism. org). Jains believe that all living beings are the same essential soul, but those human beings that perfect or liberate themselves are turned into gods. These souls part of the single soul of all living beings, albeit separate are worshipped by the Jains. Furthermore, these souls are the only ones that do not have to deal with karma any longer.They have achieved salvation through e nlightenment, abandonment of worldly attachments, and asceticism. By controlling their selfish desires, they have followed their spiritual teachers to the core. For them, Jainism is the only true religion. Additionally, by attaining the divine status, they have become omnipotent and omnipresent (Sivananda). Before becoming gods, the liberated souls were able to achieve death at will. On the other hand are souls that are so attached to life that they do not wish to end their lives on earth.Such souls die nevertheless. Their death is Akama Marana, the death of helplessness, leading the soul to result to earth in an inferior form (Death in Jainism). There are seventeen kinds of deaths in the Jain faith Avici-marana Avadhimarana Atyantika-marana Vasarta-marana Valana-marana Antahsalya-marana Tadhava-marana Akama marana Pandita-marana Balpandita-marana Chadmastha-marana Kevali-marana Vaihayasa-marana Guddhapristha-marana Bhaktapratyakhyana-marana Inginta-marana and Padopagamana-marana ( Death in Jainism). Unsurprisingly, all of these separate types of deaths lead to a different kind of life after death. Jains are believers in the reincarnation of all living beings. Thus, the soul that dies the Pandita-marana death is tell to have left the earth in peace and with satisfaction (Death in Jainism). The best kind of death is, of course, the very last one, that is, the end that leads to eventual(prenominal) liberation from the process of rebirth (Jainism).Besides Ahimsa or non-violence, which forbids actions that cause verbal, emotional or physical harm to living beings the principles of human behavior that the Jains moldiness attach to include the principle of Satya or the command to speak the truth and avoid falsehood Asteya, or the command not to steal Brahmacharya, or the principle demanding all Jains to remain monogamous in their sexual relationships and Aparigraha, which is the principle of detaching oneself from the world by a reduction of worldly desires and a bstinence from hoarding of material wealth (Jain Dharma).The Jains do not convert people to their faith. Hence, anybody who is willing to follow the faith of Jainism must believe in these moral principles and follow them without compulsion (Jainism). Jains additionally believe that every living being has the potential to attain ultimate liberation from the cycle of rebirth. The perfect and liberated souls serve as models on the path of attaining liberation. However, all living beings are responsible for their individual good or bad actions (Jainism).In order to attain ultimate salvation, souls must also believe in the triple jewels, that is, right faith, right knowledge and right conduct (Sivananda). Right faith constitutes belief in the perfect and liberated souls as real gods, the Jaina Sastras (written by spiritual teachers) as the scriptures of the Jain faith, and the saints of Jainism as the real teachers. Right knowledge provides the follower of Jainism with an eye of certain ty that sheds all doubts.Right conduct, of course, constitutes the five moral principles that all Jains must adhere to, including Ahimsa, which compels all Jains to live as vegetarians (Sivananda). Lastly, Jains believe in overcoming all biases and prejudices, and gathering the viewpoints of others, despite the fact that the followers of the faith are divided into sects (Jainism). deeds CitedDeath in Jainism. Answers. 2007. 16 Nov 2007. http//www. answers. com/death%20in%20jainism. History of Jainism. Religion Facts. 2007. 16 Nov 2007. http//www. religionfacts. com/jainism/history. htm. Jain Dharma. Religious Tolerance. 15 Aug 2005. 16 Nov 2007. http//www. religioustolerance. org/jainism. htm. Jainism. Answers. 2007. 16 Nov 2007. http//www. answers. com/topic/jainism. Sivananda, Sri Swami. Jainism. 17 Oct 2004. 16 Nov 2007. http//www. dlshq. org/religions/jainism. htm. Welcome to Jainism. org. 16 Nov 2007. http//www. jainism. org/.

Effect of Public Squares on Social Interaction

Effect of Public square offs on Social InteractionSOCIAL COHESION AND THE ROLE OF THE PUBLIC SQUARE IN business TO THE THIRD PLACESocial cohesion is a term used in genial policy, sociology and political science to describe the levels of social inclusion, integration, interaction and partnership in spite of appearance a society, particularly in the context ofcultural diversity. It is associated the structural functionalism and political conservatism of the built environment, hence is directly affected by the process of Urban Design ().The construct of Urban Design as a construct of the 20th Century is ambiguous in its definition (Carmona, 2003, p. 3). It suggests addressing (for the better) the characteristics of a city, by proposing revised plans through a process of pattern making, sketching and planning. (Carmona, 2003, p. 3)However, the city in its own right is a complex pipe organ which functions on multiple levels economic, socio-cultural, political and environmental. The ci ty as an organ is in a constant state of reaction, either to stimulus from inside or external to its geopolitical confines (Lynch, 1990). Stated plainly, in order that a city performs successfully, it is necessary that it maintains or strives towards a state of dynamic equilibrium by simultaneously maintaining economic relevance to its wider context, and addressing the socio-economic needs of its citizens().Consequently by concord the city (its elements) as containers for human activities, it whitethorn be ob swear outd that the notion of urban object today has evolved from the initial creation of building masses and the nonessential articulation of humans space (Carmona, 2003, p. 3). It is now to a greater extent concerned with the creation of a physical and socio-cultural prevalent realm which is primarily enjoyed by its users, but also creates a greater sense of social cohesion, necessary for good biotic partnership living (Carmona, 2003). Hence it follows that if the prim ary aim for urban design today is making offices for people (Project for Public Spaces, 2009), we should examine critic completelyy the performances of unlike forms of public military position in terms of encouraging social interaction and frankincense social cohesion.First the public square(a)ly, a familiar concept to the average man (French, 1978). Expressions of civic pride, public squares are gener totallyy typified by its accessibility, often dominate by a landmark or civic building (French, 1978). Their resulting high level of legibility increases the user base from local members of the community to include the wider public (Whyte, 1980).Thus creating a highly vibrant space conducive to social interaction (Whyte, 1980).By contrast, slight familiar with the average man is the concept of deuce-ace blank (Oldenburg, 1999, p. 15). Oldenburg observed that multitudes shuttle tooshie and forth from the womb to the rat race in a constricted pattern of daily life that easily g enerates the zest to get away from it all (Oldenburg, 1999, p. 9). It is this move of escape that he defines as the tierce enter, trance the first base (womb) is the phratry and the second (rat race) is the operate onplace (Oldenburg, 1999, p. 9). This third place arises from the human need for a routine recreation space, which serves as an intermediary between the activities of living and working.() Although generally an interaction space for members of a local community, it exists in a variety of forms ranging from the more easily identifiable cafes, pubs, libraries to the not so obvious independent traders such as barbershops and cybercafs (Oldenburg, 1999). Injecting such program within the urban fabric facilitates the notion of socio-cultural belonging (Jacobs, 1993). It serves as neutral ground for the emergence of conversation across demographic profiles, and thereby the birth of friendships based on the common ground of community (Oldenburg, 1999, p. 169).This essay discusses in greater detail the characteristics of both the public square and the third place. It highlights the distinctions in the levels of social interaction that each(prenominal) of these spaces march on. To illustrate these points this essay uses hackney carriage primordial, London as a case study.metropolis lights and gleaming windows Built in to fantastic shapes Overlook sounds of Vietnam Viaducts and artist landscapes historic clues, canals and terraces Hint of workers struggle to survive Melting now into sound and colour, virtuoso the Caribbean come alive. Saturday debates in Kurdish cafes And shoppers choosing Turkish life. Mix with the sounds of synagogue To tell the stories of purification and belief. What we see is what we choose Inner soul or shabby shell outside. Downtrodden, dirty dereliction or a lifetime learning in a 15 minute ride.Gill CarterThe east end is a much loved and much fabled part of London and hackney coach at the stub of it. hackney carriag e Central its administrative headquarters today possesses a culturally diverse demographic, with 65% of its population constituted of minority ethnic groups (Hackney Council, 2009). As home to the iconic theatre The Hackney Empire and birthplace to thespian and musical greats such as Harold Pinter and Leona Lewis, Hackney is witnessing a significant influx of creative industries, as part of a spill-over from trendy neighbours Shoreditch and Hoxton (Sergius, 2009). The spotlight again is turning towards Hackney as it is located on the principal axis for development culminating at the 2012 prodigious site in Stratford (Hackney Council, 2009).Despite its rich cultural heritage and promising future prospects, Hackney is still very much plagued by a temperament as being a deprived and unsafe neighbourhood, with a propensity to breed crime (Wikipedia, 2010). With these two conflicting views in mind, I visited Hackney for the first time.The self-coloureds two primary elements are garden s symmetrically laid out on either side of the central walkway on the east-west axis which continues on to the townsfolk Hall entrance. The main-stream of visitors to the Square access it via this central walkway. The gardens are almost completely enclosed by a wall measuring approximately half a metre in height. Although it is unknown whether this was the initial design intention for the wall, its height is conducive for sitting and is often used accordingly by visitors to the Square in the absence of any alternative seating. Undoubtedly, this results from the human inclination to seek comfort, the accommodation of which should be a priority in the design of a successful square (Project for Public Spaces, 2009). Yet it may be observed that the use of the garden walls to satisfy this basic human inclination actually negatively impacts the social dynamics of the space.In his studies of human interaction in plazas Whyte (Whyte, 1980, p. 227)observed that people exhibit a tiltency to self congest, being attracted to spaces that are significantly occupied by other(a) people.This behaviour is socially motivated and logically has the potential to facilitate social interaction in public spaces. However, although visitors do self congest generally within the Hackney Town Hall Square, the aforementioned lack of specifically allocated seating areas causes them to do so haphazardly, clustering together and sitting in groups of acquaintances (Whyte, 1980, p. 227). This actually discourages social interaction between strangers, fragmenting the visiting population (Whyte, 1980, p. 227). Furthermore, the majority of seated visitors tend to sit either side of the mainstream of matter-of-fact flow, the central walkway (Whyte, 1980, p. 228). However, despite this usual self congestion, the walkways significant width does not facilitate communication between users seated on opposing garden walls. Instead this layout encourages people- think ofing, as seated users watch pass ers-by along Mare Street and along the central walkwayArguably the Square also attempts to encourage ground floor activity by hold mass-appealing attractions and facilities as the Library Cafe and Hackney Empire bar (Project for Public Spaces, 2009). However the positive effects of these venues are negated by the introduction of side streets Wilton charge and Reading Lane between the Square and both Hackney Empire and Library respectively. These two boundaries are connected by a service way in front of the Town Hall. This U-shaped enclosure discourages pedestrian movement as there is no clear indication as to whether pedestrian or automobilist has right of way. This adversely affects the ambience of the Square by reducing the pedestrian footfall. Consequently, as the inclination of the individual to self congest prevails, pedestrians are attracted toward the dynamic hum of Mare Street, and proceed to converse in the mainstream of its pedestrian flow (Whyte, 1980, p. 227). Thus t he Square underperforms as a vehicle for social interaction and indeed performs less effectively than Mare Street.The limitations that the layout of the Square places upon the scope of the social interactions within itself are apparent in the limited variety of visitors that the Square attracts (Whyte, 1980, p. 226). IMG_1886.JPG The Squares clear site lines and is well access (as previously explained)are intended to broaden its portfolio of visitors from members of the local community to the wider public who may not be as knowledgeable of their local environs. Whyte (Whyte, 1980, p. 226) deduced from his observations that public square users usually have a short commute distance, usually from nearby places of work or are visitors to attractions on the square. Although it was not possible to verify the work place of all Town Square users, I did identify an influx of construction workers on a break from nearby works taking place on Morning Lane. I also observed that the majority of the users were visitors to the main attractions on the Square the Hackney Library and the Hackney Empire.Undeniably the location of a bay of bus stops along Mare Street east of the Square attributes to its function as an orientation space.Hence we see that the Square in general attracts users that are more likely to be non-residents of the area. Whether day tourists, theatre clientele or workers that may not necessarily be very familiar with the area, non-local users of the Square are more inclined to keep their social interaction within the confines of their group (Whyte, 1980, p. 227). Social interactions within the Square can therefore serve to largely extinguish the local community and hence the Town Hall Square is limited in promoting social cohesion (Oldenburg, 1999, p. 14). It would indeed take a very vibrant Square to facilitate the rare occurrence of conversation between strangers (Whyte, 1980, p. 228), and this is clearly not the case with the Town hall Square. Owing to shortcomings in its layout, and lack of adequate sitting areas, the pedestrian footfall does not achieve its potential capacity. Arguably, The Town Hall Square therefore serves more efficiently as a lobby for visitors to Hackney Central. Its function to the visitor is adaptable certainly. It can serve as an orientation space from which the rest of Mare Street may be articulated, as a resting place for visitors to nearby attractions or indeed a meeting place for friends before an evening outing (Whyte, 1980). However, what it fails to do is encourage interaction between the local community and tourists (Oldenburg, 1999, pp. 10-11). The Square in announcing all that Hackney Central holds dear neglects its greatest as fix its people.The people of Hackney Central are unique to their London context in that they exist as a close-knit community. This is no doubt as a result of the proliferation of the third place in the local neighbourhood (Oldenburg, 1999, p. 162). Greasy Spoon Cafes, b arbershops and pubs make up the fabric of Hackney Central. These independent traders line the main routes through the regulate Graham Road, Amherst Road, Morning Lane with their greatest concentration on Narrow Lane.Walking up Narrow Lane the bustling street showcased wares and cuisine from all over the world converging in a unique communal existence in Hackney Central. I began to understand with greater clarity the genius of the neighbourhood that poet Gill Carter described when she spoke of debates in Kurdish cafestelling stories of culture and belief.(Op Cit)It is in these spaces described by Carter that the people of Hackney Central seek faulting from the monotony of daily work and home life (Oldenburg, 1999, p. 163). There is a fundamental need for people to enjoy the company of neighbours on neutral ground, but neutral ground outside the cash nexus is preferred (Oldenburg, 1999, p. 13).Thus, the emergence of St John Churchyard Gardens as the primary third place in Hackney Central.The St. John Churchyard Gardens is a large expanse of urban kibibyte that runs parallel to Narrow Lane. A set green of such significant size usually has a high propensity to develop in to an urban vacuum, as it requires a lot of activity in order for it to remain good-time (Jacobs, 1993). However, despite this dis reward the Park works quite effectively as a public space. The park has a homely quality to it that does not exclude any particular member of the community.() Its weathered grave stones and worn flagstones give it a lived-in feel, hence it is perceived as a more informal public space an extension of the local users homes. These are all qualities highlighted by Oldenburg in his argument for the third place (Oldenburg, 1999, pp. 163-169)Again in line with observations by Jane Jacobs in her studies of American neighbourhoods, the parks rim is articulated with a zone of dense mixed use program varying from residential to retail, which encourages a significant pedes trian footfall (Jacobs, 1993). It may also be observed that the park as a whole, although of considerable size, is in essence a collective of several green spaces, each with its own focal point.CHURCH.jpg his.jpgFirst is the garden in the forecourt of the St Johns Church, which is a lobby space for the Church with clearly designated seating areas. Second is the Walled Garden, this enclosed space provides an refer and safe area for young families to use the designated playground. Third is the central park green, where the routes converge (Jacobs, 1993, p. 136). Finally, fourth is what I refer to as the Historical green, so called because it serves as the foreground to historical landmarks St Augustines tower, the old town hall and the preachers corner. This subdivision of the park in to four smaller gardens reduces the perceived circumference of enclosure. This promotes self congestion as, users of the park can asses their level of comfort based on the congestion level of the garden that they are in at any one particular time.his.jpgAnother advantage posed by creating varied functions for the different gardens, is that the user base is varied. A heterogeneous user base helps to keep the park active at different times throughout the day (Oldenburg, 1999, p. 167). This user base is thereby structured into subcategories of users who share common ground (Oldenburg, 1999, p. 164). For instance a high proportion of the walled gardens users tend to be young mothers with their children using the play ground areas. Their children serve as icebreakers as the mothers sit in the allocated adult supervision area and share anecdotes on childcare and childs play.Never delving too deep in to their private lives, these friendships amongst the parents are groomed until the children are mature enough to conduct their own excursions to the park (Oldenburg, 1999, p. 166). as well the elderly and indigent folk congregate in the historical green, waiting to hear the assertions of w hoever decides to lead the sermon on preachers corner, hoping of course to offer their own pearls of lore (Jacobs, 1993).The possibility of encountering a familiar friendly face, for a helping of entertaining conversation, transporting you if only momentarily from the mundanity of daily living, according to Oldenburg is one of the greatest allures of the third place (Oldenburg, 1999, p. 167). Indeed users are more inclined to use the park as they are assured that it will be tender at any time of day during the day and the specific subcategory of user has an idea of when to catch a particular crowd at the park (Oldenburg, 1999, p. 167). Whether young mothers, street preachers, early morning joggers or even the lunch breakers, each category of user has a specific pattern of time and location (Oldenburg, 1999).The charm of the St Johns Garden as third place is in no way exclusive to the local user, it also appeals to the day tourist (Oldenburg, 1999, p. 167). Its unassuming appearan ce inspires the reminiscent, instilling a confidence created by the tonus of having visited a place a number of times, but in reality no times at all. ()Its well lived-in look, clear paths and colourful characters awaken the privileged explorer in a bid to discover the confessedly nature of Hackney Central (Oldenburg, 1999, p. 168). Even the regulars submit themselves to be explored (Oldenburg, 1999, p. 167).In fact it was while visiting the historical green on my photographic excursion of the district that I would garner firsthand this most bizarre of experiences. I was trying to set up the perfect angle for a shot of the St Augustines tower, when a gentlemans voice from behind me suggested that I move back and angle my camera closer to the ground, in order to capture the grandeur of the tower. As is customary British politesse, I smiled sweetly said nothing in response and instead turned back to my assignment, whilst seemingly taking on board some of his suggestions. He clarifi ed that he was a cinematographer, although his appearance would infer otherwise. He then elaborated on a plethora of other principles that I should take in to account such as the rule of thirds.This tutorial would slowly melt in to a brief summation on what had brought our paths to cross. I spoke briefly of my university assignment and career aspirations. He recounted stories from his past, and what he had hoped then for his future, all the time using Hackney Central as the backdrop to his tales. Now I must clarify that this would not be the first time I have ever had a polite conversation, what was unique to this encounter was the manner in which this gentleman approached me. He was warm and welcoming, to what he had obviously assumed as his territory (Oldenburg, 1999, p. 167). He locomote towards me, and by reducing the radius of personal space he required more than just a smile, his intentions were to engage me in a conversation (Oldenburg, 1999, p. 167). Having lived in central London for a number of years, I had become accustomed to averting eye contact and maintaining a guarded silence even in the most uncompromising confines of the tube during rush hour. Yet I would encounter this bizarre urban behaviour repeatedly throughout my tour of the third place.Evidently, the St Johns Gardens as a third place serves as a vehicle of social cohesion as it is inclusive of visitors from all backgrounds, encouraging social participation on a plateau of social equality (Oldenburg, 1999, p. 169). Its location opposite to the train station, parallel to commercial Narrow Lane and residential areas ensures that it is easily accessible to both locals and tourists thus creating potential for encounters between the two groups (Oldenburg, 1999, p. 166). The absence of commercial function and its unpretentious physical structure, ensures that people of modest means feel wanton to use the space (Oldenburg, 1999, p. 168). This further widens the scope of its user base to inclu de the indigent a significant proportion of the districts population (Oldenburg, 1999, p. 168).To the tourist the park reveals the true nature of Hackney Central, showing its historical heritage, its cultural and socio-economic diversity and moral views all in a days visit. Admittedly, as with most third places, (depending on the sensibility of the tourist) St Johns gardens aesthetic quality and its eclectic selection of regulars may prove daunting (Oldenburg, 1999, p. 168). They would rather a public space void of character that showcases all the exploits of a consumer society (Whyte, 1980)(. The elegant architecture of the Hackney library and recognisable global franchises such as Subway, situated around the Town Hall Square cater to such needs. Conversely, this constricts the user base to exclude to a large extent the average resident of the district.Thus, I refer to my initial question, if the priority of urban design is making places for people, should we not be encouraging ef fective social interaction in order to establish social cohesion and par make should the promotion of third place not be our goal? However a district operates exchangeable manner to a city, hence is governed by similar rules. Consequently (as earlier stated) the district needs to maintain economic relevance to its wider context, whilst addressing the socio-economic needs of its inhabitants.Hence, I conclude. It would seem that there is argument for the role of both the third place and the public square in facilitating social cohesion. The third place acts directly as the vehicle for social cohesion by keeping the community together and preserving its identity. Conversely, the public square acts indirectly by catering for the tourist, thereby maintaining the districts economic relevance to its wider context. In so doing, it makes it economically viable for a community such as in Hackney Central to even exist.CITED WORKSCarmona, H. O. (2003). Public place Urban Spaces Dimesnsions i n Urban Design. Oxford Architectural Press.French, J. S. (1978). Urban Space- A brief History of the City Square. Iowa Kendell Hurt Publishing Square.Hackney Council. (2009, December 22). Retrieved December 22, 2009, from Hackney Council Website www.hackney.gov.ukJacobs, J. (1993). The Death and behavior of American Cities. New York Random House.Lynch. (1990). City Sense and City Design. Massachussets MIT Press.Oldenburg, R. (1999). The great good place. New York Manlowe and Company.Project for Public Spaces. (2009). Ten Principles for creating successful Squares. Retrieved December 14, 2009, from www.pps.org http//www.pps.org/squares/info/squares_articles/squares_principlesSergius. (2009). Areas of London Hackney. Retrieved December 24, 2009, from Areas of London http//www.areasoflondon.com/Whyte, W. (1980). The Life of Plazas. In W. William, The Social Logic of Small Urban Spaces (pp. 227-229). Washington DC Conservation Foundation.Wikipedia, C. (2010, January 2). London Borough of Hackney. Retrieved January 4, 2010, from Wikipedia http//en.wikipedia.org/w/index.php?title=London_Borough_of_Hackneyoldid=335464346BIBLIOGRAPHYBOOKSCarmona et al Public Places Urban SpacesJane Jacobs The preservation of CitiesJane Jacobs The death and life of American CitiesRay Oldenburg The Great Good Old PlaceTridib Banerjee Beyond the Neighbourhood UnitLynch et al City Sense and city designWilliam Whyte The Social Logic of Small PlacesJere Stuart French Urban Space A brief history of the City SpaceAdisa et al Hackney my Hackney An Anthology of Poems and PhotographsLil Smith The Good Old Bad DaysPUBLICATIONSTridib Banerjee Urban Experience and the development of city imageA Study in environmental Perception and LearningHackney Council Local Development Framework Draft Interim Hackney Central Area Action Plan Phase 1 MasterplanWEBSITEShttp//www.areasoflondon.com/hackney.htmlhttp//www.stjohnathackney.org.uk/http//www.hackney.gov.uk/

Reading Comprehension Strategies and Reading Skills

nurture Comprehension Strategies and Reading SkillsGEPT universal side of meat Profiency TestHP Higher proficiencyLP Lower proficiencyHETC Harvard Education Training CenterRationaleHammadon (1991) says Reading comprehension is non just scaning talking to, excoriates, or charge texts, but involves a complex interartion of the fillers prior knowledge, dustup profiency and their acquire strategies (p.30). So schooling strategies ar very authoritative to achieve the comprehension. Many types of course session strategies be introduced to guide students of all different take aims. However, at that place were few investigateers who investigate the relationship of nurture comprehension strategies and instruction comprehension of students. At HETC, translation has a fall upon place in any English courses when students view English not only as the interest but also the demand for improving their study and promoting in their c beers to achieve the long-term goals, espec ially more or less of them were assigned to live and work abroad. In their learning process, almost the students meet bulky challenges when dealing with the memoriseing texts. They usually do not come across texts and hatfulnot complete the tasks so they feel tired in indicateing lessons. Therefore, what ar the briny causes of this current situation? In order to find out the answer, the researcher started a survey on the instruction comprehension scheme use. For t each(prenominal)(prenominal)ers at HETC, it is hoped that this study may offer them the shipway on how to identify strategies utilise by the students and then they can decide what they should do to promote their students reading comprehension and in their learning as well. publications review2.1. Reading comprehension strategies and reading skillsOxford (1990) gives a detailed definition of row learning strategies Learning strategies are specific actions taken by the apprentice to make learning easier, fast er, more enjoyable, more self-directed, more effective, and more transferable to new situations (p.8) and described concretely how learning strategies are applied to the quatern language skills listening, speaking, writing and reading. jibe to her, four strategies listening strategies, , or reading strategies are those learning strategies themselves that applied to each of the four skills.Of course, skills and strategies are deuce big row and common terms of the reading activities, as well. Nutall (1982) pointed out that reading was certainly a process of the readers, who used strategies to work with the pith of the texts actively and then do sense from them. By the interesting interactions from the readers and texts, more and more researchers keep working to research the relationship in the midst of the use of reading strategies and reading comprehension.However, strategy and skill, are they different? Yes, it was actually apparent that they were different. Strategy incrimi natet people used the planned methods and implements to achieve their goals, but skill was known as a routine. Moreoer, strategy was the solving of conciously work towards goals. It helped readers to extrapolate the inculpateing of contents in order to find out the answer or obtain a certain carrying out level in reading that they want for themselves (Gagn, 1985). However, it is not always easy to make such a clear differnces amidst these two terms. Grabe and Stoller (2002) said that many abilities that are commonly identified as strategies are relatively automatic in their use by fluent readers (e.g. skipping an unknown word while reading, rereading to reestabilsh text means (p.15) Paris et al (1991) supposed an emerging skill can become more efficient and developmentally advanced when they become generated and applied automatically as skills (p.61). Some whiles this difference is not clear at all because that is part of the nature of reading. In this study, reading strategi es are used to show specific actions, locomote and plans that students conciously apply in their reading process to improve their comprehension.2.2. The relationship between reading strategies and reading comprehensionReading comprehension must occur speedy in almost any pointful context, and the more rapidly a text is read, the crack reading processes are to effect. Those specific processes must be apply effectively in combination to ensure the reading comprhension. Reading comprehension requires the reader be strategic. The reader needs to identify processing difficulties, address balances between text information and background knowledge, decide for monitoring comprhension, and shifing goals for reading. When a good reader use strategies, they can read fluently, flexible in line with ever-changing purpose and then continue monitoring the comprehension. Similarly, reading is an process that evaluating the reader, who must decide if the reading information is coherent and finds out the purpose for reading.Alderson (2003) said reading as the interaction of four things. He claimed that the reader and the text together must be fluent reading or the ability to reach at an appropriate rate with adequate comprehension, or the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (p.149). So discovering the best methods and strategies are the way that a good learner apply during a reading process.2.3. Previous research on reading comprhension strategiesGrellet, F. (1981) wrote a book Developing Reading Skills. This book showed the important role of reading and provided whatever techniques which help learners improve their reading skill.Nutal, C. (1989) proved reading is to alter students to read without help unfamiliar authentic texts at appropriate speed, silently with adequate understanding.Ozek, O. (2006) researched A study on the Use of Cognitive Reading Strategies by ELT Students. This study carried out to find out which reading strategies are commonly employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and to continue academic studies successfully.San San Kung (2007) did an investigation into the relationship between reading comprehension and the use of reading strategies among EFL students in colleges in Taiwan. by means of the study, the researcher knew what the reading strategies the EFL students use more or less and what the differences between different grade students.MethodologyThis chapter will describe research methods used to collect data to answer the research questions and then explain how and why the methods are used.3.1. Research questionsThis study aims to find out reading strategy use of HETCs students. This also has objectives to discover if there are any differences in strategy use between take down and higher(prenominal) proficiency readers, as well. so to suggest some recommenda tions to raise students awareness of using reading comprehension strategies in the classroom. It aims at answering the following questions1. What reading strategies are used by students at HETC?2. What are the differences in the use of reading strategies between lower and higher proficiency readers?3.2. Descriptions of variables3.2.1. Independent variablesIn this study, the independence variables were the students at HETC. 51 students were elect as representatives of this particular group sudents to collect needed data. These 51 students were divided into four groups in which students are the members of higher and lower proficiency groups. These 2 groups were elect to get information to answer the second research question ( More details approximately these groups and about higher and lower proficiency readers will be found in 3.3.1 and 3.4.2)3.2.2. Dependent variableThe dependent variable in this research were the strategies applied in reading comprehension, i.e. reading comprehens ion strategies.3.3. The data compendium instrumentsThis study employs a combibation of 3 data collection instruments* General English Proficiency Test (GEPT)* Questionaire* Think-aloud interviewsAs one of the objectives of this study is to find out if there are any dfferences in the strategy use between higher proficiency (HP) and lower proficiency (LP) readers. The examen was used to divide the subjects into difference groups in which groups of higher and lower proficiency were chosen to collect the data.Think-aloud interviews aimed at getting qualitative data and quesionaire was used to get quantiative data. The author can collect a large information of all mentioned strategies and the information from students who theatrical role their estimate of strategy use in the think-aloud interviews. Of course, the think a loud interviews in this study can be one of the best ways to reaffirm the outcome got from the questionaire. For example, in the questionaire, the subjects report t hat they use life experiences to understand the meaning of texts or read the low and destruction paragraphs and then go back to read the paragraphs the author will know they use these strategies or not in the interview.3.3.1. TestA General English proficiency test is a procedure taken to collect data on students ability or the knowledge of disciplines as Information about peoples language ability is often very useful and necessary (Nunan, 1992). The GEPT was taken form the book IELTS for Academic Purpose A short insentive course (see the appendix 3). Based on the result of the test, the subjects were classified into 4 groups. Group 1 consists students who just got from mark 1 to 2.5 group 2 has those who got mark from 3 to 5. The students in these 2 groups are LP learners. smashedwhile, the students who are in group 3 got mark from 5.5 to 6.5 they are at medium levels. And the last group group 4 consists of HP ones who got mark from 7 and over. subsequently having the result of the test, the author decided to chose group 2 and 4 to collect the data to answer the second research question. So there are 51 subjects in these 2 groups. The author did not choose group 1 because their proficiency were too low and they were only 1% of the subjects. Details of the test can be found in Appendix 1.3.3.2. QuestionaireQuestionaire is the second data collection instrument in this study. This is also a pretty popular means of data collection. Many researchers suppose that using questionaire in language research has many advantages. First, questionaire can be given to a great amount of students at the equal time and it is self-administered. Second, to protect the privacy and keep the fairness, the subjects names might not be appeared on the questionaire. So subjects tend to share the information more naturally, even some sensitive information. Third, the data collected are more accurate because questionaire is usually given to all the subjects at the uniform time.T his study used one survey questionaire to gather the information about reading strategies as well as the differences in strategy use between these two kinds of readers. According to the result of the questionaire (and interviews), the athor can make some recommendation to help students improve their reading abilities. The quesionaire was designed based on the questionaire of Shan Shan Kung (2007). This part consists 3 parts. Of couse, in this study, the author modified the first part personal information part. The next part concept of reading had 3 questions to explore the perceptions of English reading. The last part had thirty eight questions of strategy use. In the beginning of third section, thirty four questions utilized a Liker Scale point systems. The subjects were asked to respond to each statement by choosing among four answers 1) usually 2) sometimes 3) rarely 4) never. Each section has four to six questions (except section 1 has 10 questions because of discovering th e reading process). Through the survey, the author found out which strategies actually actracted HP readers more than LP readers.3.3.3. Think aloud interviewsIn addition to the quetionaire, interviews are used to obtain information by actually talking to the subject. The interviewer asks questions and the subject responds. Interviews are the good way for collecting data as Seliger, H.W. (1989) claimed Interviews are personalized and therefore permit a level of in-depth information gathering, free response and flexibility that cannot be obtained by other procedures (p.166). However, it can be costly and time consuming. In this study, think aloud interviews were used to collect the data about the students reading strategy. The Interviewer Guide for Reading Strategies developed by Honsenfeld et al. (1981). In oder to make the Guide appropriate for objectives of thi study, the researcher has made some changes in the strategies they posed ( see Appendix 3).3.4. Participants in the stu dyAt the time the study was carried out, the subjects had just finished an English course. Their textbook was Therefore, their commonly fictional proficiency was intermidiate. They were members of three classes. One class included 25 students , 24 in the other class and 21 in the last one and they stuied the same textbook. Their ages ranged from 19 to 24. Almost all of students had at least 3 years of learning English before this class. They were delivered a reading proficiency test to be divided into higher and lower proficiency readers.In this study, gender has minimal effect on the results because the number of male students is quite an small in the add of the subjects.3.5. ProcedureThe data were collected by the researcher during a workweek in autum 2009. After contacting the English teachers of the subjects in person to get approval for communicate their students to participate in the study, the researcher pre-arranged the time. The researcher went to English classes to administer the tests. The students were asked to complete the test in 60 minutes. The English teachers and the researcher supervised and marked the test papers later.The 2 days after, subjects were distributed the questionanires. The researcher gave some directions to the subjects and of then encouraged students to ask for any clarifications they might need and any other extra time when they filled out the questionaire. And of couse, the researcher wanted to protect the privacy and the students fairness, so the students names would not fill in the questionaires. In order to advoid misunderstanding the questions, the questionaire were translated into Vietnamese which were enclosed with the English version. The questionaire administration took about 30 minutes in each class.For days later, six chosen students were interviewed individually at the researcher s office in HETC. The reseacher pre-arranged the time and contacted to the students by the phone. Before the interview, the resea cher gave the instructions and explained the purpose of the study to students so they could understand what they had to do clearly. Each interview took from 10 to 15 minutes.Data analysis and findings4.1. The result of the questionaire 4.1.1. Demographic Data dining table 4.1Demographic Information of Students (N=51)SubjectFrequencyPercentageTotalN%Gender staminate917.651100Female4282.4LevelLower proficiency3263.7 Higher proficiency1936.3Years ofEnglish learning experience235.9511004917.651529.461121.67611.8823.9947.81012.0 Look at the table 4.1, of the 51 students participating in the study, 9 (17.6%) were males and 43 (82.4%) were females. Of the 19 HP students (36.3%) and 32 (63.7%) were LP students.When asking about years of English learning experience, just 1 students (2.0%) has been studying English for ten years. 9 students (17.6%) have been studying English for four years, 15 students (29.4%) have been studying English for five years, 11 students (21.6%) have been studying E nglish for six years, 6 students (11.8%) have been studying English for 7 years, 2 students (3.9%) have been studying English for eight years, 4 students (7.8%) have been studying English for nine years.Because foreign language in general and English in particular were given into school from sixth grade in secondary school, and from tenth grade in high school ( in some remote areas), the most students years of English learning experience were between four and seven years.To answer the second section of the questionnaire about concepts of reading, the results were presented in Table 4.2.Table 4.2The Relationship between the Important of Reading for Language Learning and Reading Hours per Week by higher and lower proficiency studentsReading hours per week234Over 4N%N%N%N%Higher proficiency students(N =19)Very important210.5526.3631.6315.8important15.3210.5Not importantLowerproficiency students(N =32)Very important618.8721.9515.6important412.5515.6412.5Not important13.1According to th e illustration of Table 4.2, HP students who sentiment reading was very important for language learning were 2 (10.5%) spent two hours per week on reading, 5(26.3%) for three hours per week, 6 (31.6%), for four hours per week and 3 (15.8%) for over four hours per week. HP students who thought reading was important for language learning were 1 (5.3%) spent two hours per week on reading, 2 (10.5%) for four hours per week. There were not any students who thought reading was not important for language learning.In the LP group, 6 (18.8%) students thought reading was very important for language learning and spent two hours per week for it, 7 (21.9%) spent three hours for reading, 5 (15.6%) spent four hours for reading. These LP students supposed reading was important for language learning were 4 (12.5%) spent two hours per week on reading, 5 (15.6%) for three hours per week. There was 1 (3.1%) students said reading was not important for language learning but still spent two hours per wee k on it.4.1.2. Findings for Research Question OneThe research question one was What reading comprehension strategies are used by students at HETC ? After collecting data, it showed what the same or different strategies were used more or less by HP or LP students for helping them understand the contents of the reading materials in different reading situations and were ranked from low to high to represent which strategy would be used more or less by the students during their reading process in different situations. The results were listed in the following by all of students reading ability levels when they used reading strategies in different reading situations.The substance results came from the 51 students in Table 4.3, 4.4, 4.5 and 4.6.Table 4.3 cogitates, Ranks, and regular Deviations of the Uses of Reading Strategies in First Section by students at HETCWhen I read English materials,MeanMeanSDRank1.I read a table of contents, and then read the contents1.821.902.I focus on the fi rst sentence of each paragraph for helping me understand the principal(prenominal) points of the whole paragraph2.517.123.I underline the main points when I am reading2.034.974.I write Vietnamese on the margin for vocabulary haggling I dont understand during reading1.862.905I skim over the full text, and then read details1.883.926I use life experiences helping me understand the meaning of texts1.862.907I use the background knowledge of the English culture to understand the contents2.5781.038I use key words or sentences to recollect the main idea of the articles1.8831.089After reading each paragraph, I ask myself if I understand what I read before, and paraphrase the main idea, then keep reading the next paragraph2.2551.0910I discuss what I read with classmates2.4561.05In Table 4.3, the result indicated which strategies the 51 students used more or less when they read English materials. The table showed the data with mean, mean rank, and standard deviation.As illustration of Table 4.3, the mean was from 1.82 to 2.51 and the rank was S1 (1.82) Table 4.4Means, Ranks, and prototype Deviations of the Uses of Reading Strategies in First Section by students at HETCWhen I do not understand a vocabulary,MeanMeanSDRank11I check the dictionary immediately2.3731.112I mark and pass it, keep reading and then go back2.3321.0813I use other words in the sentence to infer the meaning of vocabulary2.091.8714I give way its suffix and prefix to get its meaning3.0041.21Through Table 4.4, strategy 13 I use other words in the sentence to infer the meaning of vocabulary was most used by the students when they did not understand a vocabulary during the reading process. On contrary, strategy 14 I analyze its suffix and prefix to get its meaning was the strategy which most students used least in this reading situation.Table 4.5Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by students at HETCWhen I do not understand a sentence,MeanMeanSDRank 15I use the context (topic, subject) to derive the meaning of each sentence1.861.9116I translate word for word into Vietnamese to better understand the meaning of the sentences2.3541.1217I take grammar analysis (ex finding subject and verb etc.) to understand the meaning of the sentences2.3331.0218I analyze the structure of sentences (ex sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence2.375.9719I will analyze the verb reach (ex ult tense or future tense) or verb mood (ex subjunctive mood or imperative mood) for better understanding2.272.95In Table 4.5, those strategies had close mean scores between each other, but it also pointed out the differences from 2.27 to 2.37, except the strategy 15 had the mean score less 1.86. It described that strategy 15 I use the context (topic, subject) to derive the meaning of each sentence were the most used by the students when they did not understand a sentence during reading process. Vice versa, the mea ns of the strategy 16 and strategy 18 to derive the meaning of sentence meant that they were used least than other strategies in this section.Table 4.6Means, Ranks, and Standard Deviations of the Uses of Reading Strategies in First Section by studentsWhen I dont understand (including vocabulary and sentences,) except above reading strategies,MeanMeanSDRank20I check books (ex grammar books or encyclopedia) for references2.1621.1421I go on the Internet to find related information1.981.9222I ask teachers or classmates for clarification2.2731.0323I read the difficult parts several times2.6351.1224I read the contents orally several times2.474.9425I will memorize the vocabulary pertaining to the contents before reading2.162.99According to the data, it presented that strategy 21 I go on Internet to find related information was used by almost students. The information technology nowaday becomes quite popular to students so they would like to search information on the Internet. The S20 = S2 5 (2.16) both stood the second position. The strategy that students used least was strategy 23 I read difficult parts several times.4.1.3. Findings for Research Question TwoResearch question two was What are the differences in the use of reading strategies of the higher and lower proficiency students at HETC? Through mean, standard deviation, t-tests and p value, the data analysis depicted detailed information about the differences of reading strategy performance between these two groups of students. The comparative groups focused on higher and lower proficiency student.Table 4.7Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency students at HETCwhen I read English materials,Lower proficiency studentsHigher proficiency studentsTp(N=19)(N=32)MeanSDMeanSD1.I read a table of contents, and then read the contents2.001.0541.72.813.999.3222.I focus on the first sentence of each paragraph for helping me understand the main points of the whole paragraph2.161 .1181.78.7921.288.203.I underline the main points when I am reading2.001.1052.06.914-.208.844.I write Vietnamese on the margin for vocabulary words I dont understand during reading2.791.0842.781.069.026.985.I skim over the full text, and then read details2.051.0261.78.870.965.346.I use life experiences helping me understand the meaning of texts1.89.9371.84.917.189.857.I use the background knowledge of the English culture to understand the contents2.051.1292.86.871-2.729.00**8.I use key words or sentences to affect the main idea of the articles2.371.2611.59.9112.412.02*9.After reading each paragraph, I ask myself if I understand what I read before, and paraphase the main idea, then keep reading the next paragraph2.001.2022.53.983-1.630.1110.I discuss what I read with classmates2.531.2642.41.946.359.72pAs indicated in Table 4.7, strategy 7 and strategy 8 go to to the significant difference level (pTable 4.8Means, Standard Deviations, t-Tests and p Value between higher and lower prof iciency students at HETCWhen I do not understand a vocabulary,Higher proficiency studentsLower proficiency studentstp(N=19)(N=32)MeanSDMeanSD11.I check the dictionary immediately3.32.7491.81.8966.432.00**12.I mark and pass it, keep reading and then go back2.891.12.06.8782.809.00**13.I use other words in the sentence to infer the meaning of vocabulary2.05.9112.13.871-.279.7814.I analyze its suffix and prefix to get its meaning2.841.3443.131.07-.782.44pIn table 4.8, strategy 11 and strategy 12 attend to the significant different level (pTable 4.9Means, Standard Deviations, t-Tests and p Value between higher and lower proficiency studentsWhen I do not understand a sentence,Higher proficiency studentsLower proficiency studentstp(N=19)(N=32)MeanSDMeanSD15.I use the context (topic, subject) to derive the meaning of each sentence1.891.11.84.808.176.8616.I translate word for word into Vietnamese to better understand the meaning of the sentences3.210.9761.840.8845.005.00**17.I take grammar analysis (ex finding subject and verb etc.) to understand the meaning of the sentences2.161.1672.44.948-.885.3818.I analyze the structure of sentences (ex sample sentence, adjective clause, or adverb clause, etc.)to derive the meaning of sentence1.84.8982.69.896-3.253.00*19.I will analyze the verb tense (ex past tense or future tense) or verb mood (ex subjunctive mood or imperative mood) for better understanding1.84.898

Monte Carlo Simulation of Transmission Experiement

Monte Carlo Simulation of Transmission ExperiementFluid Densitometer Design based on Transmission and Scattering da Gamma Ray sense modality using Monte Carlo ApproachR.Wirawan, M. Djamal, A.Waris, G. Handayani,H.J. KimAbstract. Non-destructive testing is one method in the material testing that was applied and developed for many purposes in the industrial field. Gamma spectrometer is a one method that can be applied for the smooth-spoken densitometer. It was studied the potential of the use of transmittal and diffusion gamma radiate measurements in order to evaluate the fluid immersion using GEANT4 Monte Carlo dissembling toolkit.Keywords Non-destructive testing, sparge gamma, Monte Carlo, GEANT4.PACS 29.40.-nIntroductionGamma- tool spectrum measurement is one of promising ontogeny method in the non-destructive test application especi bothy for an online measurement. Its applicable for many industrial applications such as in medical, mining and oil industry, fatherland se curity.The quality of the material can be differentiating from another one based on its density. In the application of gamma spectrometry, its influence the gamma actinotherapy energies spectrum detection way out. Ball et al. (1998) have investigated the response of gamma backscatter to the spatial density in bulk sample 1. In the fluid product summary especially for the oil product density measurement, its a promising method for a densitometer. Hussein (2011) has developed investigation of the fluid flow in the pipe using gamma spectrometry 2. Khorsandi and Feghhi have analyzed the contagious disease mode in densitometer application for the petroleum products monitoring applications 3.The combination of transmission and scattering measurement modes are good approaching for a better analysis method in the demodulator response measurement due to the fluid density inside the pipe. For this purpose, theoretical account using Monte Carlo method can be conducted. Monte Carlo method s have capabilities in the implementation of the several of physics models and excrete the predicting result in the radiation physics application 4, 5. In the present study we investigated the potential of the combination of these measurements using the Monte Carlo radiation transport from GEANT4 simulation toolkit.TheoryGamma ray energy spectrum characteristic that detected from its fundamental interaction with the material have information to identify the material characteristics involved. In the gamma ray spectrum measurement, there are two kinds of measurement slip i.e. transmission and scattering. In the transmission, the gamma ray res have an attenuated ecstasy because of energy assiduousness by material. The mass attenuation coefficient of photon is a function of photon energy. The attenuated intensity was described by the BeerLambert economy(1)where I0 incident gamma rays intensities, x is material absorption thickness, is mass absorption coeficient and its proport ional to the total cross-section as follows , NA is the Avogadros number (6.021023 atom/mole) and A is atomic mass number of material8.For the scattering measurement, the detected photon beam is the result of deflecting with an electrons material. Scattering interactions that may occur is the single scattering or multiple scattering.The photon beam intensity has attenuation in the cartroad before the scattering come out interaction and in the path to the detector after the scattering point interaction. take to 1 shows the single scattering interaction of photon with an element volume dV. anatomy 1 Schematic diagram of photon single scattering interaction with an element volume in the material (adopted from Devlin and Taylor) 9.According to the Compton scattering interaction, the photon with an energy E will be deflected with scattering angles to the origin direction after collision with an atomic electron. The dispel photon energy (EScatt) is expressed by the decree(2)The int ensity of detected gamma photon are influence of attenuation along primary photon, number of electron in element volume, differential cross-section, attenuation of scattered photon path and the solid angle subtended by detector at the element volume. For the single scattering interaction, the intensity of detected photon as depicted in the formula(3)where S is the source action mechanism (photon s-1), dV is element volume interaction, n is the electron density of the material, r1 and r2 are the length path of the primary photon before interaction and after scattering respectively. The density of the material is related to the electron density by (4)where NA is the Avogadro number, Z is the atomic number and M is the atomic mass.For the Compton interaction probabilities of the photon beam when it interact with an electron of the material was describe in differential form by Klein-Nishina formula,(5)where r0 is clasical electron radius (2,82 fm) and P parameter as function of incid ent photon energy and scattering angles as the formula(6)where constant 1,8. Using the equation (4) and (5) to substitute parameter n and in the equation (3), we have the relation of intensity with the material density (7)Solution of the equation (7) can be expressed in the simple form(8)where A and B are constant.MethodThe simulation setup was developed based on the transmission configuration which conducted experimentally done by Khorsandi 3. Four detectors are placed in two type positions where two detectors in the same side with source and two others in the opposite site as shown in Figure 2. The spatial distance amongst two detector d10 and d30 from the collimated source axis are about axis 27.5cm. For detector d20 is placed 20 cm far away from detector d10. polythene pipe have an inner radius 5cm and thickness its about 2mm. Fluids under investigation inside the pipe (i.e. gasoline, gasoil and water) are assumed to be of provide density. A disk gamma ray source model is use d for Cs-137 source is collimated by the cylinder shielding lead with 5cm thickness. The 3in. x 3in. NaI(Tl) detector model reconstruction in the simulation is adopted from references 6, 7. Simulation based on GEANT4 Penelope Monte Carlo using 5.0 x 107 of the gamma source beamon.Figure 2 Schematic visualization of GEANT4 simulation for the transmission and scattering measurements setup.Result and DiscussionTo examine the response function of transmission and scattering measurement, firstly we quest to consider the setup designed for the detector construction match to the c gamma source energy spectrum. The Cesium 137 source was placed in wait of the Pb collimated NaI(Tl) 3 in. x 3 in. scintillation detector. Figure 3 shows the detector response function spectrum of GEANT4 simulation result comparing to the measurement result of the 15uCi gamma source. There are a good agreement for photopeak energy between the simulation result and the experiment result.Figure 3 Response functio n of Cs137 15uCi gamma source for 3 in. x 3 in NaI(Tl) detector.Based on detector construction setup, then we analyzes the detector response function of transmission and scattering measurement. Figure 4 shows the response function result of detector that placed in the four different positions for three different type of density fluid i.e. gasoline, gasoil and water.Figure 4 Response function of detector NaI(Tl) 3in. x 3in. from GEANT4 simulation of four different detector positions for gasoline, gasoil and water fluids in pipe.In the all energy spectrum distribution above, density of fluid matter give an effect to the gamma energies spectrum. The gasoline has a lower density number, but it shows a high intensity (number of events) of gamma ray energy detected compare to the gasoil and water. The increased density of fluid will increased the number of electrons at the scattering point interaction, attenuation of primary and scattered photons. So, its give an effect to the lessen in tensity or peak energy spectrum that detected by the detector.For transmission mode as shown at d0 detector position, the main peak of Cesium 137 gamma source is in the 0.662 MeV. The normalize peak intensity shows that the GEANT4 simulations result have a good agreement to the Khorsandi (2011) experiment result as shown in Figure 5. This result shows that the model can be used for predicting the fluid densitometer experiment.Figure 5 Normalize intensity curve of transmission mode (d0 detector position) from simulation and experiment results.Here in the Figure 6(a), we have the same trends that the decreasing of the photopeak height due to the fluids density increase.Figure 6 Gaussian height curves of photopeak at four different detector positions.Based on the intensity as density function equation (8), the proposed constant A and B for the curve fit in the Figure 6(a) are depicted in bow 1.Table 1. Curve fitting constantBased on the B constant of the four normalize count rates cur ves, d20 detector position have a higher decreasing slope than the others. In other side, the number of entry photon to the detector d20 position is too small, so for this configuration its need the higher activity source.ConclusionsIn this study, a Monte Carlo simulation of transmission and scattering measurements of gamma ray for the fluid densitometer was carried out using GEANT4. Due to an increase in the fluid density in the pipe, the peak heights of detected gamma ray intensity have decreased. The simulations for the gamma ray transmission investigation were conducted according to the experiment setup give the best fit curve result.AcknowledgmentsThe author acknowledges the financial support of Directorate General of Indonesian Higher Education done the Sandwich-Like (PKPI) Program 2013.Refference1 A.J. Ball, C.J. Solomon, J.C. Zarnecki, The response of gamma backscatter density gauges to spatial inhomogeneity An extension of the single scattering model, Nuclear Instruments and Methods in Physics Research B cxl (1998) 449-462.2 Nagy M. Hussein, Investigation of Fluid Flow using Gamma Spectroscopy, World Academy of Science, Engineering and Technology 80 2011 1169-1174.3 M. Khorsandi, S.A.H. Feghhi, Design and reconstruction of a prototype gamma-ray densitometer for petroleum products monitoring applications, Measurement 44 (2011) 1512-1515.4 U.A. Tarim, E.N. Ozmutlu, O. Gurler, S. Yalcin, The Effect of the Housing Material on NaI(Tl) detector response function, J. Radioanalytical and Nucl. Chem. DOI 10.1007/s10967-012-1716-z (2012) 1-5.5 A.F. Bielajew, Fundamentals of the Monte Carlo method for indifferent(p) and charged particle transport, Department of Nuclear Engineering and Radiological Sciences, The University of Michigan, 2001, pp.1-10.6 Hu-Xia Shi, Bo-Xian Chen, Ti-Zhu Li, Di Yun Precise Monte Carlo simulation of gamma-ray response functions for an NaI(Tl) detector, Applied radiotherapy and Isotopes 57 (2002) 517524.7 Abd-Elzaher, M., Badawi, M. S, El-Khatib, A. and Thabet, A. A. Determination of in effect(p) Energy Peak Efficiency of NaI(Tl) Detector Depending on Efficiency Transfer Principle for Conversion From Experimental Values, World Journal of Nuclear Science and Technology, (2012), pp. 65-72.8 Knoll, G.F., Radiation Detection and Measurement (Second Edition), Wiley and Sons, New York, 1989.9 G. Devlin, D. Taylor The Spatial Response Pattern of Gamma Backscatter Density Gauges, Journal of Soil Sciences Vol. 21 No. 2 (1970), pp. 297-303.

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Abraham Lincolns outlooks on thralldom were constructed by the times and places in which he was raised and during his time serving his country. Slavery was an accepted foundation in the United States across Lincolns developmental years. Lincolns own feelings about African Americans and slavery were constant over the years however when it came to his political positions and actions regarding slavery, they changed as the national situation changed. Lincoln had endlessly acknowledged that slavery was wrong, but that it was accepted and mandatory for the Souths economy. In Bloomington, Illinois, he stated that southern slaveholders were neither better, nor worse than we of the north, and that we of the north were no better than they. And we never ought to lose sight of this fact in discussing the subject. (Dillon, Amber. Lincolns Changing Views on Slavery) Lincoln first supported the idea that African Americans did not earn the selfsame(prenominal) rights and treatment of the white men. His perspective of this came from his background and family. With Lincolns election to congress in 1854 and the start of the Mexican War, it brought the issue of the expansion of slave stain to the nations attention. With this, Lincoln created a coherent position on slavery. He was opposed to black equality and had no intention of disturbing slavery in slave states. However, he recognized that slavery was wrong and should not be allowed to spread to new states. (Dillon, Amber. Lincolns Changing Views on Slavery) This obvious garble in Lincolns position developed as he gained political maturity. Lincolns next big outlook change on slavery came from when he ran for Senate in 1858 against Stephen A. Douglas. With this lively campaign, Lincoln an... ...widow, and his orphan- to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations. ( second gear Inaugural Address. Documents Americas History) Lincoln expresses how he wants the na tion to change the way they have been rationalizing throughout the previous years with the issue of slavery. He doesnt want anyone to imply he holds spite towards them for their previous ways of thinking. Lincoln wanted the acres to come together as one, instead of two as they have always been. In the previous quote he said just that. Abraham Lincoln wasnt born The Great Emancipator, though he became The Great Emancipator. Even though Lincoln didnt particularly have an opinion on slavery in his beginning years, his opinion changed drastically over time. Lincoln always had the Nations best interest in heart, and that was made clear.

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Genetically Modified plants have changed how food is grown, although they have pop off very controversial. The purposes of Genetically Modified plants are to decrease time to maturity, increase resistance to disease, increase in nutrition, and reduce the use of herbicides. Genetically Modified plants nooky be very beneficial in many aspects not only to the United States but also to many underdeveloped countries such as Africa. The cyclopedia Britannica defines Genetically Modified Organisms as An organism whose genome has been engineered in the laboratory in order to favor the expression of craved physiological traits or the production of desired biological products (Diaz and Fridovich-Keil). Genetically Modified plants are created by altering the DNA of the plant. The alteration, which is known as genetic modification, causes the DNA to be genetically different than how it would be naturally. Genetic modification makes it possible to transfer genes from a non-related species of plants. Genetic modifications are performed on many organisms such as animals, plants and bacteria. Some products produced by genetic modification include feeds, medicines, vaccines, foods and fibers. Feed and products grown for food, are the most well known and most controversial genetically special products. In the United States, genetically modified foods were approved for human consumption in 1995. By the end of 2010, genetically modified crops covered more than 9.8 million square kilometers of land in 29 countries worldwide- one-tenth of the worlds farmland. (Diaz and Fridovich-Keil). According to EB 60% of all processed foods consumed in the United States contained at least some genetically modified ingredients (Diaz and Fridov... ...e U.S., fit in to recent analysis from the U.S. Department of Agriculture (Food). Since the majority of the race does not benefit from genetically modified organisms they tend to want to reject them. Consumers do not want to pay highe r prices for the food they consume, but without increasing the yield per acre, farmers send awaynot recoup the higher costs of machinery, fuel, fertilizers, and seed used to produce the food. on that point are many positive attributes to genetically modified plants, farming is less harsh on the environment, it can help feel the ever growing population of the world on less farmland, and produce more nutritious food. With the acceptance of this technology many problems facing underdeveloped nations could be solved. With more education everyone can benefit from genetically modified organisms and more research would be possible.