Obesity and Technology Essay

Obesity is a widely spread disease in America that plagues small children, teenagers and adults. Obesity is a serious matter and could cause fatal harm if it isn’t taken seriously. Obesity can affect the mind, body and spirit of a person and if you have low self-esteem it could potentially make the situation worse. Silverstone and Teatum (2011) noted the following: According to the Mayo Clinic staff (n.d), â€Å"Childhood obesity is a serious medical condition that affects children and adolescents. It occurs when a child is well above the normal weight for his or her age and height. Childhood obesity is particularly troubling because the extra pounds often start kids on the path to health problems mat were once confined to adults, such as diabetes, high blood pressure, and high cholesterol. Childhood obesity is a serious medical condition that affects children and adolescents. Childhood obesity can also lead to poor self-esteem and depression. (Technology: The Problem Or the Solution To Childhood Obesity, para. 14) Many people can argue that there are many other factors that can lead to this such as inheritance, thyroid problems, eating disorders, mental illnesses and many others. Studies show that while this information is correct that there are still ways to overcome something like this. Silverstone and Teatum (2011) briefly touched upon this saying: According to the National Institute of Health (NIH) (obesity research.), â€Å"Obesity has risen to epidemic levels in the U.S. It causes devastating and costly health problems, reduces life expectancy, and is associated with stigma and discrimination. A multitude of factors contribute to obesity, from inherent biological traits that differ between individuals relevant to body weight; to environmental and socioeconomic factors; to behavioral factors that may have both molecular and environmental influences. (Technology: The Problem Or the Solution To Childhood Obesity, para.10) Although some people believe that obesity is one of those diseases that are very tough to cure, there is still a potential long term solution to rectify this situation. We can start by focusing on a generation known as generation Z includes children born between the years of 1990-2004. This generation of children is very important because they were born during a time where technology was hitting its peak. They are very technologically centered and most of them focus their daily routines around technology. Silverstone and Teatum (2011) go on to explain the different qualities this generation exhibits for example: *All their communication takes place on the internet. * They show very little verbal communication skills. * Most of ttieir formative years are being spent on die World Wide Web. * They are used to instant action and satisfaction due to internet technology. * This generation has embraced technology and is also highly dependent on it. * They are more inclined to the virtual world and are less likely to take to extreme measures. (Technology: The Problem Or the Solution To Childhood Obesity, para.10) This is all important because we can use the fact that they are technically inclined to get them to exercise and have fun at the same time. A few gaming companies have developed some systems and technologies to harness this idea. For example Nintendo Wii has a console known as the Wii Fit which is geared towards general fitness. It includes things like jogging where you can jog on a path with a buddy, obstacle courses where you have to run and jump over items and it’s good for your heart rate and even biking which is pretty simple but still gets you going. Nintendo also offers yoga, rumba, and all the latest workout crazes to promote good health. I believe that this can be a start of something good for society. People of all ages can participate in these games and feel comfortable doing something they love with something that’s good for them. Some people prefer to use a different gaming console and that is perfectly fine because Playstation and Xbox also offer a variety of interactive games. One that has recently become popular is the Xbox Kinect which also allows you to use interactive games minus all the extra controllers. The Kinect is geared towards a younger audience but later on down the line people of all ages will be using this just like with any other system. A few years back, society was able to blame technology and video games for obesity rates being high because it contributed to their lack of physical activity. Now not so much because of all these new advances in technology and new innovations in the gaming world. We should take control of what once was a negative situation and turn it into a positive. Meaning we should take advantage of the fact that these generations thrive off of technology and use it as a well to help them out. Even though it probably wouldn’t be a dramatic decrease in obesity, it can be a start to something great. This is only the beginning to what we can do with technology. Obesity is something that needs a combination of things to help the rate decline such as eating healthy along with the proper exercise. Eating healthy is not as easy as it sounds for some people but if you add playing rumba for Wii or just dance for Xbox some people may take a liking to it. Later on down the line I believe that game developers will start focusing more and more on physical interactive video games and this can spark an increase in healthy lifestyle promotions. One day society will realize that technology and living healthy can go hand in hand with the right products and a little extra push. References Silverstone, S., & Teatum, J. (2011). Technology: The Problem Or The Solution To Childhood Obesity. American Journal of Business Education, 4(1), 37. Retrieved April 6, 2011, from the ProQuest database.

Linguistics Plus Essay

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

Educational Preparation of the Baccalaureate Degree Nurse

Educational Preparation of the Baccalaureate degree Nurse ShellyCraw March 16, 2013 Educational Preparation of the Baccalaureate degree Nurse To truly understand the differences between the Baccalaureate of Science in nursing degree verses the Diploma nurse and the Associates Degree in Nursing, you must first be able to understand the definition, description and the competencies of each Degree. 1. Definition of the Diploma Nurse A Diploma Nurse is someone who completes a nursing curriculum associated with a hospital or medical facility than traditional colleges. The Diploma Nurse program is a three-year program. (â€Å"Diploma vs.BSN,† 2010, p. 1) 2. Definition of the Associates Degree in Nursing An Associate’s Degree in Nursing is a two to three year degree. Requirements are a minimum of 60 semester credit hours. Often these nursing degrees are conferred at community colleges. There are many 4 year colleges and universities that offer the associates degree programs as well. (Seehorn, â€Å"n. d. †, p. 1) 3. Definition of the Baccalaureate Degree in Nursing (BSN) A Baccalaureate Degree in nursing is described as a Bachelor of Science degree with a major in nursing that combines theory and clinical nursing courses and is granted by an accredited school. Read Chapter 8 Microbial GeneticsThis degree is a 4 year degree which requires a minimum of 120 semester credit hours. (â€Å"Bachelor Degree,† â€Å"n. d. †, Para. 1) There are many levels of nursing degrees out there today and there are different competencies between them. The Nursing state licensure began in 1903. The importance of this date protects the public and helps nurses to define the role and scope of nursing practice. At one time all nurses in the U. S. were diploma pre-pared. The nursing Diploma began around World War 2. During the war, little girls were encouraged to go into the nursing profession from reading or being read to the children’s book series of Cherry Ames.She used to be a hospital diploma nurse. My grandmother told me about these books when I was younger so when I started to research the differences between nursing degrees I came across information on Cherry Ames, The hospital Diploma Nurse. The hospital-based nursing Diploma schools co ntinue to decrease, but many still exist. Some diploma nursing schools require you to complete your non-nursing prerequisite courses at another school. Competencies for diploma nurses came from attending classes and hands-on training in their school which was associated with a hospital or medical facility rather than traditional colleges.Nursing education has changed in so many ways. Nursing education can either be taken on-line or in a classroom setting. Each degree provides different job opportunities. Knowing what specialty you may want to go into will be very important in deciding the nursing program and even the school you attend to obtain your degree. (â€Å"Diploma vs. BSN,† 2010, p. 1) Another path to becoming a registered nurse or R. N. is to obtain an Associate Degree in nursing, also known as Associate of nursing (AN), Associate of applied science in nursing (AAS) and Associate of Science in Nursing (ASN).The Associate degree programs began in 1952. This started up nursing to a diverse population than had existed with the diploma and baccalaureate nursing education. An Associate Degree in nursing can be earned at either a community college, technical college or a university in two to three years time. An Associate Degree nurse focuses on the technical teachings of nursing. The competencies of the Associate Degree Nurse are to take classes in nursing, physiology anatomy, microbiology, chemistry, nutrition, psychology and other social and behavioral sciences.Also required of the Associate Degree Nurse is to complete supervised clinical experiences. The Associate Degree in nursing program is shorter and focuses on clinical skills, more task oriented but lacking theory and science of the nursing profession. You will find theoretical and academic teaching of nursing covered in a Bachelor of Science in Nursing (BSN) program. The Diploma, Associate Degree and the Bachelor of Science Degree in Nursing will qualify a person to take the same licensing exam NCLEX. (Seehorn, â€Å"n. . †, p. 1 In the Baccalaureate degree in Nursing (BSN) helps prepare nurses for a profession away from the bedside nursing role. The coursework is focused on incorporating the nurse’s roles of critical thinking skills, communication, assessment, providing patient centered care, teaching in our clinical settings or out into the community, and leading. The values of this caring professional approach include autonomy, altruism, human dignity, integrity and social justice with unconditional regard for all people.The Nursing practice for the BSN is best described as promotion of health, prevention of disease, early detection of health deviations, early adequate treatment of the human response to chronic and acute illness, and compassionate care for those around and experiencing death. The BSN is a longer program and focuses on nursing theory and research based and emphasizes on the entire field of nursing which would include human diversity, g lobal perspective, health promotion, and spiritual perspectives, ethical, legal, political, historical and social influences and including biblical concepts for complete understanding of the nursing field.Nursing care and or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree). Nurses are in demand more and more each day and with that come knowledge of the profession. With the increase of patient care needs in clinical and medical facilities, nurses have been called to do more in and outside of their scope of practices calling for more education for current hospital nurses. In the hospital that I am currently working at, I have seen an increase in nurse clinicians hired to work side by side with a physician.The qualifications for working as a nurse clinician in a hospital setting are hospital nursing experience and a Baccalaureate degree in Nursing. Due to the increase in patient care in the hospital settin g the need for effective medical care was needed in the help of improving patient outcomes, less hospital re-admissions and shorter hospital stays. Nursing care has taken on a much bigger role than just your basic bed-side nursing role; it has incorporated the nursing care plans, critical thinking and collaboration between medical team members.Nursing demands will continue to grow in our fast paced world that we are living in and in the future. We will continue to face nursing shortages, global society changes, environment changes, potential pandemic diseases and wars. Through continuing education, nurses will have the tools they will need to face the future of nursing. References Bachelor of Science Degree in Nursing. (â€Å"n. d. †). Retrieved from http://en. wikipedia. org/wiki/Bachelor_of_science_in_nursing ugrad1. gcu. edu/learningPlatform/content/content. tml? operation=viewContent&contentId=64c8752c-002a-46c8-8d0c-33de471e7902 Seehorn, A. (â€Å"n. d. †). Defini tion of an Associate Degree. Retrieved from http://www. ehow. com/about_5095401_definition-associate-degree. html#ixzz2NgBBh9Xx Competency Differences between ADN verses BSN Nurses. Retrieved from What are the differences between a Diploma Nurse and a Bsn Nurse? (2010). Retrieved from http://www. healthecareers. com/article/what-are-the-differences-between-a-diploma-nurse-and-a-bsn-nurse/158335

Ford Develops a Strategy for Competitive Advantage Case Study

Ford Develops a Strategy for Competitive Advantage - Case Study Example The plan created a series of moves and tactics that reduce the costs of the company, while at the same time preparing a path that would ensure medium and long term growth by emphasizing in emerging economies. Key Marketing Issues Lower sales – Since the company lost nearly a quarter of its sales in 2008 the firm has to achieve continuous growth for several years just to recover the ground it lost in 2008. Global products – the organization wants to shift its company to emphasize in economical compact cars that will be accepted by customers worldwide Marketing campaign standardization – The firm seeks to make universal commercials, but factors such as culture can affect the buying decisions in customers from different parts of the world. Customer retention rate: The organization seeks to expand into other international markets and obtain similar customer loyalty as in its domestic market. Personal Case Analysis It is my opinion that The Way Forward strategy was a success because the company eliminated waste that was draining the resources of the company. By shutting down its least profitable plants the cost structure of the organization was reduced. Ford is the most powerful automaker in America. The reputation of the company improved when Ford did not take money from the governmental bailout package. The Ford Figa was an incredible product that increased the sales volume of Ford in India by more than three times. Other cheap model like the Figa must be designed to further exploit many emerging economies. Case Questions (1-3) Introduction questions Ford Corporation is one of the Big Three automakers in the United States of America. The company has historically achieved tremendous sales growth and profit for decades. The firm in the late 1990’s was considered the most profitable companies in America. This all changed in 2008 when Ford as well as thousands of companies in the United States and abroad faced the global recession. The car industry was devastated during this recession. General Motors and Chrysler nearly went bankrupt prior to the governmental auto bailout. In January 2009 the Obama administration injected $24.9 billion of the $700 billion bailout money in the dying U.S automobile industry (Amadeo). Ford Motors was the lone company that did not take the government handouts, but the firm suffered dearly losing over 23% of its sales between 2008 and 2009. 1. During the 2008 global recession Ford Motors decided to implement a new strategy called â€Å"The Way Forward† in order to boost the firm’s sales and restructure the company. The organization knew that the only way to stay profitable during recessionary times is to decrease costs in order to offset the effect of lower sales numbers. The organization realized that this could only be achieved by decreasing both fixed and variable costs. Fixed costs refers to costs that recurring each month whose amount are fixed such as building rents, ma nagerial salaries, and business loans. Variable costs are periodic costs that vary in step with the output or the sales revenues of the company (Businessdictionary). An example of variable costs is direct labor. The Way Forward strategy included cost cutting initiatives such as closing down 16 factories and downsizing Ford’s workforce by 30,000 employees. The plan included a philosophical change in the managerial approach in order to focus more on the customer by designing cars that served their needs. The company realized that in a bad economy people are looking for gas savings. Despite the fact the company lost nearly 23% of its revenues, certain brands that were targeted as part of The Way Forward initiative had higher sales figure. The Ford Focus is

Music Internet Assignment Research Paper Example | Topics and Well Written Essays - 1000 words

Music Internet Assignment - Research Paper Example However, both Spotify and Pandora are yet to substantiate a business model that supports offering free music to a large portion of its users (Hull et al 22). Although they both have a small percentage of subscribers paying for its services, they are still reliant on ads to cover most of their costs. This is because they have already made the best music catalogues free for their users, which only makes it harder to convert them to a model where they pay for music (Gordon 34). In addition, most music listeners stream music because it is cheaper to listen to an entire catalogue of music compared to having to search for single physical copies. Personally, I use Spotify for my streaming services because it offers more functionality than Pandora with its messaging, library function, artist radio, and its apps. It enables the user to create playlists of what the music they wish to listen to, while also making recommendations (Sanchez 41). In addition, it is possible to use the service for l onger without paying by registering for free trials using different email addresses after expiry of the 30-day limit. My demographic would; however, pay for a streaming service that allows interaction with artists, such as iTunes did with the Beyoncà © album by offering value and a surprise element for fans. I personally would not pay for music since I attend concerts

Environmental scan for McDonalds Company Term Paper

Environmental scan for McDonalds Company - Term Paper Example Environmental scan for McDonalds Company This paper seeks to conduct environmental scan for McDonald’s Company and General Motors Company. One of the organization’s internal environmental factors is its human resource strategy that has a specialized training program for its personnel. The company makes significant investments into this initiative to develop a strong human resource base for efficiency and effectiveness towards a quality driven competitive advantage. The company also has acculturated quality production that has established its admiration among consumers who are satisfied with the organization’s products. Similarly, the organization, in its management and operations, is dynamic and flexible to different cultural needs across its diversified market. As a result, the company is able to meet its customers’ needs and expected utility. The organization also operates under strict food safety policy in which raw materials are only accepted into production processes if they meet safety standards (Marketing, 2012). A number of challenges also characterize its internal environment. The company f or example faces a high employee turnover leading to more investment in recruiting and training new employees. Such a high turnover rate also destabilizes implementation of policies and organizational culture that has to be continually reinforced. The organization’s profitability has also been unstable and therefore unpredictable. This means that long-term financial plans cannot be established with certainty because it is difficult to obtain a reliable forecast of the organization’s profitability (Marketing, 2012). External environment External environment refers to factors that emanates from outside the organization and which the organization has no power to control. McDonald’s external environment includes political factors, economic factors, technological elements, socio-cultural aspects, physical environment, and competition among other factors. Political factors define to rules and regulations that control the organization in its operational localities. Bei ng an international organization, McDonald’s is subjected to different local laws and international regulations that shape its operations. As a result, the management should be informed of the laws and political systems in regions where the company’s branches operate. It should also be flexible to adjust to any changes in regional laws that will affect its subsidiaries (Vrontis and Pavlou, 2008). The organization’s economic environment defines demand for its products and trends in consumers’ spending habits. It is therefore susceptible to general economic trends such as recessions, periods within which the consumer’s economic potentials are constrained leading to low demand. Economic recovery periods however improve demand towards higher profitability levels. The company, through its subsidiaries operates under different economic potentials across regions. This affects pricing strategy of the company’s products and defines profitability acro ss different regions. Successful international venture however indicates the company’s success in implementing technology towards communication and coordination of its activities across geographical barriers. Application of technology also explains the organization’s standardization in its subsidiaries such as the franchises. Similarly, social and physical environmental factors are variables across the company’

Picassos Three Musicians Research Paper Example | Topics and Well Written Essays - 1250 words

Picassos Three Musicians - Research Paper Example The essay "Picasso’s Three Musicians" gives a review on "Three Musicians", painting of Pablo Picasso. Picasso’s painting â€Å"Three Musicians† offers the viewer greater visual cues as to the intended subject than some of his other work. It was used to portray Picasso’s understanding of the realism of his subject by exploring the result of reflections of the artist’s pure emotion as it became associated with the subject’s elemental or primitive shapes and forms. In the early years of the 20th century, the industrial age led to the perfection of the photograph, which reduced the prestige of hand-made art as the primary means of image capture. In reaction to the idea that art offered no greater means of expression than the simple representation of the external world that was much more economically and efficiently captured by the camera, artists such as Pablo Picasso launched into abstraction. They developed the ideas of abstraction as a means o f representing the concept that there remained an element in the world that defied definition and could not be achieved by the photograph. This element was a concept they referred to as the sublime – an idea that remained just out of reach of definition and therefore could only be suggested, never represented. This element has also been referred to as the meaning of an image as opposed to its form. It was the conveyance of this meaning that these artists were trying to suggest was the result of the audience’s understandings of the artist’s conception.