Chris Tucker :: Biography Actor Essays

Chris Tucker The one and only â€Å"motor mouth,† Chris Tucker, is a great actor and cutting-edge comic who made it to stardom with his fast talking wise cracks. The sleek and slender 6’1† young African American was born in Atlanta, Georgia on August 31, 1972. Chris was the youngest of six children in his family; his parents were Norris and Mary Tucker. Norris Tucker owned his own family business, a carpet cleaning business. Chris used to work for his dad at the carpet cleaning shop so he could have some extra money to spend. The one thing that was very unusual about Chris was his loud and annoying voice. The one obstacle that set Chris apart from his brothers was his loud and annoying voice. He used that gift to get to where he is today. His parents retired from the carpet cleaning business due to their youngest son’s success in Hollywood. Chris Tucker’s personality and ability to make people laugh is what led him on his road to be a successful young African American actor. Being the youngest in the family was hard for Chris because he would always get pushed around and beat up by his brothers and friends. One day, he figured the only way to get his brothers and friends to stop beating him up was to make them laugh. Tucker said, â€Å"Out of necessity, I learned to make them laugh. If I did, they’d stop beating on me.† (Jam! Showbiz pg.9) By doing this, Chris felt he was on to something. So what Chris decided to do was to try the same jokes and tricks at school to get some attention and make classmates laugh, and it was a success. Tucker has found that his high-pitched voice and comedic style is one of his greatest assets. The only people that were not amused were the administrators and the teachers. His principle thought of him as a failure and the principle tried to end Tucker’s relationsh ip with his girlfriend. A great source of inspiration came one day for him when one of his teachers influenced Tucker to take his â€Å"wise-cracking antics to the stage and host the school’s talent shows.† (Tribut.ca pg1) In addition, his classmates impelled him to take his in class comedy routines on to the stage. After he heard everyone laughing a this jokes and when he blew away all of the competition at the school talent show, he decided then and there that is what he wanted to do for the rest of his life.

Essay --

By having adequately infrastructure local institutions trained and revitalized by peace building along with state building actors hatred speech can be controlled. On the other side institutions imposed by these external actors should not serve as permanent ones. Thus, external actors should persist in this role until institutions are capable to maintain it on their own. In this regard â€Å"creating institutional structures to manage potential pathological effects of media liberalization is a sensible strategy for promoting a free and responsible press†¦ mechanisms for self-regulation of the media should largely replace those operated by peace builders†.(Paris 2004:199). Paris sees as a key to strategy for better state building agenda, process of instutionalization before democratization and better control of free press trough local institutions.(Paris 2004:199). In accordance with above mentioned, position of institutions in state building process which, as elaborated, consist peace stabilization instruments and means to introduce new liberal approach is of crucial importance. Through example of free press regulation and control of discriminative speech, commonly present in countries emerging from conflicts, show in which way institutions could cut the root in this hazardous process and leveled the ground for new political process. Thus are all this indicators show that institutions might be the means from where the change should start in order to make it pervasive and appropriate for the state? Further chapter will discuss if certainly institutions are starting point in state building process. - Is institutionalization a solution- Institutions, as previously stated, are mechanism that can make democratic or any other political feat... ...ns should be taken as primary concern in state building process before any upcoming change. Arguing about democracy, it is seen as exogenous phenomena which certainly deems most appropriate political settlement for the country but according to above mentioned, it cannot operate without beforehand installation of good endogenous components-institutions. Recommendation that strikes from above mentioned is that at most basic level democracies and capitalism presuppose a functioning of state apparatus but in state building agenda which is oriented solely toward promotion of democratization and marketization in intuitionally weak post-conflict environments is counterproductive.(Paris 2004:205). Paris in this regard proposes strategy IBL that addresses to phenomenon of institutionalization, hence advantages of installing proper institutions before liberalizing the field.

Far From Feminism: A Doll’s House Essay

First performed in Denmark of 1879, â€Å"A Doll’s House† by Henrik Ibsen shocked Europe with its controversially courageous ideas. Although the play undeniably paints a sympathetic salutation to the plight of women during the 18th and 19th century, Ibsen repudiated the piece as being of solely feministic construct, declaring it a humanistic piece. In fact, when he was being honored by the Norwegian Society for Women’s Rights, Ibsen himself stressed that his general intent as a writer was not to solely bring light to the plight of women when he asserted that, â€Å"True enough, it is desirable to solve the woman problem, along with all the others; but that has not been the whole purpose. My task has been the description of humanity† (Ibsen Letters 337). Upon further examination, it becomes evident that the feminist ideals that are present in â€Å"A Doll’s House† culminate as merely a symptom of an all-encompassing epidemic. Through the characters of Torvald, Nora, Krogstad, and Christine, Ibsen underlines the lethality of a marriage diseased by societal pressure, and the hope of a union that is free from fallacy, yet by no means fault. Torvald is a caricature of the chauvinistic male products of the patriarchal prison that perpetuated throughout society in the 18th century. A result of embracing the role that society has assigned him, is the projection of those societal ideals onto his own environment. Unfortunately, society has misconstrued Torvald’s interpretation of love, and what it means to be a ‘good’ man/husband; he believes he loves his wife, but what he loves is the idea of her. He loves the idea of her as a dazzling doll that he can dress and disregard, or a child whom he can control and (pretend to) protect. Torvald reflects his assumptions of his wife’s inferiority in many ways: He refers to her as â€Å"Little Squirrel/Skylark/Songbird† (Ibsen 1352), he indicts her of â€Å"think[ing] and talk[ing] like a heedless child† (Ibsen 1401), and he accuses her of not â€Å"understand[ing] the conditions of the world in which [she] live[s]† (Ibsen 1400). These assumptions culminate in an insurmountable amount of irony. While Torvald accuses his wife of being ignorant to the world around her, it is he that is in fact unaware of the harsh realities of his life. During a time when Torvald became ill, Nora committed forgery of her father’s name to yield the necessary funds that permitted they travel to receive the medical attention required to save her husband’s life, an act that Nora fruitlessly fights to ensure remains unbeknownst to her husband. Additionally, Torvald is kept unaware of Dr. Rank’s impending death by both the doctor, and by his wife, Nora. Rank tells Nora, â€Å"Helmer’s refined nature gives him an unconquerable disgust at everything that is ugly† (Ibsen 1377), directly alluding to Torvald’s superficial nature and his inability to face the unpleasant realities of life. Thus, it is Torvald that does not â€Å"understand the conditions of the world in which [he] live[s]† (Ibsen 1400); however, his ignorance is not of his own doing. Further irony is offered to Torvald’s patronizing pet names for his wife. Torvald’s use of naturally elusive animals in reference to his obedient wife invokes images of unnaturally caged creatures, a reflection of Nora (and all women) as ‘caged’ within society’s assigned role to women as, and capable of, lesser than what Ibsen revolutionarily believed to be their actual worth and ability. The superficial standards of society have conditioned Torvald to believe that Nora depends on him (and thus, the more important he is), and that she, as a woman, is emotionally and mentally childlike (and thus, the stronger and wiser he is). Furthermore, Torvald casts himself a heroic role in his own fictional theatrical production when he tells Nora, â€Å"I have often wished that you might be threatened by some great danger, so that I might risk my life’s blood, and everything, for your sake† (Ibsen 1394). Torvald, enthralled by Nora’s dazzling demeanor, fantasizes about how he might rescue her from some great danger. However, shortly after his chivalrous charade, Torvald, having learned the details of Nora’s debt, has the opportunity to do just that, and fails miserably. Nora’s husband shows no appreciation for her intelligence or intention in performing an act that could have been avoided had Nora been capable of exceeding the superficial barriers imposed by society (such as attaining a credible career, or the ability to acquire a loan). Additionally, Torvald lacks even slight consideration of his wife’s feelings in light of the details of her loan, despite the fact that her actions saved his life. He rejects her as both a wife to him, and a mother for their children. Furthermore, he asserts that he wants her to remain in his house and pretend that all is well with their marriage asserting that â€Å"From this moment happiness is not the question; all that concerns us is to save the remains, the fragments, the appearance† (Ibsen 1396). Thus, Torvald’s harsh and selfish reaction to the insight of Nora’s crime is far from heroic, and prompts Nora’s revelation of her husband and marriage: â€Å"You don’t understand me, and I have never understood you either–before to-night† (Ibsen 1397). Ironically, Nora has also been at fault for deceiving her husband of her true nature prior to this proclamation. Nora, who has never lived alone–she went directly from the care of her father to that of her husband–has been conditioned to believe that a woman’s â€Å"happiness is dependent on the happiness of the head men in her life† (Northam 251). This belief results in a faà §ade that Nora fabricates and flaunts as an embodiment of a woman/wife consistent with the ideals of her father, husband, and society at large. As Torvald gently chides Nora throughout the play, Nora good-naturedly responds to, and even plays into, his criticisms. She has learnt to coax her husband into submission of what she asks by appealing to what she knows he finds desirable in her. Nora’s character shifts from initially struggling to define self-fulfillment, to the astoundingly audacious pursuance of it on conclusion. Ibsen carefully constructed the character of Nora so that her independence and precaution are consistently shown as persistently trying to outshine her adolescent-like dependence and unpredictability. Although her father, husband, and societal standards have perforated any practical understanding concerning gender roles, she has retained enough intrinsic wisdom to confront an emergency, perhaps an implication of Ibsen’s faith in the commendable innate characteristics of women at large. The fact that she confronts her and her husband’s inability to pay for treatment of her husband’s pressing illness by means of a forgery provides credence to her independence of thought; the carelessness of the act however, reflects her lack of sophistication. The collision of wisdom and childishness within Nora’s character enables her to test by experience the social hypothesis which declares that duties to the family are the most sacred. To her dismay, Nora realizes that despite her diligence towards her dues as both mother and wife, her marriage is not one of true love. Nora concludes the play with the world famous slam of the door as she releases herself from the infectious incubator in which she has so long been  entrapped by fault of her husband, society, and her own self-deception. She declares her right to tend to â€Å"other duties just as sacred†¦Duties to [her]self† (Ibsen 1399) in her flight to freedom. Subsequently, her conclusive and dramatic exodus offers Torvald a chance for liberation (and perhaps even redemption). When Torvald claims he has â€Å"it in [him] to become a different man† Nora responds, â€Å"Perhaps–if your doll is taken away from you† (Ibsen 1401). This is a direct implication of Nora’s realization not only of her own imprisonment, but also her insight regarding the contribution her role as Torvald’s doll has had towards her husband’s conditioning. This, in addition to her own self-realization, adds subtle yet substantial reinforcement to the humanistic nature of the play. Nils Krogstad, from whom Nora acquired the scandalous loan and has been blackmailed her since, is a character that can be reasonably stigmatized as a grade-A villain (A is for antagonist). However, although Krogstad undoubtedly uses some villainous tactics over the course of the play, there are in fact indications throughout that, underneath Krogstad’s villainous exterior, there is, at least to some degree, a respectable man who can then be recognized as another victim caught in the stranglehold of society. Krogstad’s former fiancà ©e, Mrs. Christine Linde had brutally severed her relationship with him when she was left fatherless, her brothers and ailing mother to care for, and without means for monetary support. Since a woman of the 18th century could not take out a loan, nor acquire a high-paying job, Christine’s circumstances necessitated that she marry a man with money. Eventually, Krogstad married and had children but when his wife passed away, he was left to raise and support his children alone. Under the pressure of his circumstances, Krogstad commits forgery, and is consequently viewed by the community as having a â€Å"diseased moral character† (Ibsen 1360). Thus, Christine’s rejection of Krogstad for a man whom could provide monetary support, combined with â€Å"society’s reaction to his petty crime performed to support his family out of reasonable desperation† (Hardwick 294), has programmed Krogstad to believe that to be a man worthy of a woman’s love or societal acceptance, he must be a man of flourishing financial standing, thus tragically fating him to a decade of self-suffering through petty crime and blackmail (Hardwick 294). When Christine’s brothers are grown, and her mother and husband have passed away, the newly independent, and, while of by  no easy means, self-sufficient Christine perpetually â€Å"found life profoundly depressing and aimless without the anchor of a husband and children† (Northam 252). Christine does not find happiness again until she reunites with Krogstad, telling him â€Å"I want to be a mother to someone, and your children need a mother. We two need each other† (Ibsen 1388). For a play that is often painted as a feminist paean, Christine’s proclamation is an awfully traditional assertion. Her tenacity to jump back into the role of wife and mother could be defined as tragic: society has conditioned her to believe that the only way she will feel satisfied in her role as a woman is to play the part of wife and mother. On the other hand, Christine makes her statement not out of ignorance, but as a woman well aware of life without men. Thus, Christine’s dissatisfaction may not be a nod to the tragic conditioning of women to fit the role of wife and mother, but an acknowledgement of the intrinsic inclination that we as humble humans feel regarding a need and desire for love. Christine and Krogstad, who reunite towards the end of the play, contrast the relationship of the Helmers in that the foundation of the new found relationship is one of mutual understanding and equality. Christine says to Krogstad, â€Å"Nils, how would it be if we two shipwrecked people could join forces? [†¦] Two on the same piece of wreckage would stand a better chance than each on their own† (Ibsen 1388). Perhaps the point Ibsen is trying to perpetuate in the reunion of Christine and Krogstad is that â€Å"the most wonderful thing of all† (Ibsen 1403) is, in fact, a marriage, a marriage that is â€Å"a wonderful thing† despite the imperfections of the individual, or within the relationship, a marriage that depicts what Nora defines as â€Å"a real wedlock† (Ibsen 1402). Although it can’t be entirely denied that Ibsen is making a statement on the rights of women in this era, a greater feat is his illustration of the institution of marriage as flawed by fallacious fronts. Ibsen’s greatest achievement in â€Å"A Doll’s House,† however, is not the judgment it passes on the institution of marital union, but the warning it perpetuates: â€Å"It is of no use lying to one’s self† (Ibsen 1376). Ibsen incorporates implication of hope in the union of Christine and Krogstad, a union that may be full of imperfection, but is free of fallacious fronts. Ibsen illuminates the issue of societal pressure through the intricacies of each, Torvald, Nora, Krogstad, and Christine, to underline an issue that goes far beyond feminist ideals, and perhaps even more impressively, an idea that transcends time. Works Cited Hardwick, Elizabeth. â€Å"Ibsen’s Women.† Seduction and Betrayal: Women and Literature. New York: Random House, 1974. 31-84. Rpt. in Drama Criticism. Ed. Lawrence J Trudeau. Vol 2. Detroit: Gale Research Inc, 1992. 292-296. Print. Ibsen, Henrik, and Evert Sprinchorn. Letters and speeches. 1st ed. New York: Hill and Wang, 1964. Print. Ibsen, Henrik. â€Å"A Doll’s House.† Literature and Its Writers: An Introduction to Fiction, Poetry, and Drama. By Ann Charters and Samuel Barclay. Charters. 6th ed. Boston: Bedford/St Martin’s, 2012. 1349-1402. Print. Northam, John. â€Å"Ibsen’s Search for the Hero.† Ibsen: A Collection of Critical Essays. New Jersey: Prentice Hall, 1965. 91-108. Rpt. in Twentieth Century Literary Criticism. Ed. Paula Kepos. Vol 37. Detroit: Gale Research Inc, 1991. 249-253. Print.

Learning Style Preferences by Iranian students

IntroductionLearning manners influence acquisition and that larning result is higher for pupils who are able to utilize multiple acquisition manners ( Felder, 1995 ; Reid, 1987, Reid, 1998 ; Claxton and Murell, 1985 ; Mulalic, Mohd Shah and Ahmad, 2009 ) . Learning manners and penchants vary for each of us and in different state of affairss. Some scholars, for case, prefer to larn by reading text editions, while others prefer a verbal account ( Riazi and Riasati, 2007 ) . In add-on, people may differ in how they most efficaciously show their apprehension ; either orally or in authorship and through graphs or figures. In other words, scholars learn and show their apprehensions in assorted ways in different state of affairss. Learning manners refer to the cognitive, emotional, and psychological behavior which serve as comparatively fixed and unchangeable indexs of how scholars understand, interact with and answer to the acquisition environment ( Keefe, 1982 ) . Oxford ( 2003 ) asserted that acquisition manners are the general attacks that scholars utilize in geting a new linguistic communication or in larning any other topics. These manners are the overall forms that give larning behaviour a general way ( Cornett, 1983 ) . By understanding one ‘s learning manner ( s ) , one will be able to develop the accomplishments that help one learns in a assortment of ways to accomplish full potency. This apprehension is besides helpful for instructors and pedagogues because it enables instructors and pedagogues to fit their instruction manners, methodological analysiss, and class organisation with scholars ‘ acquisition manners to assist scholars better their acquisition ( Willing, 1988 ) . Surveies have shown that personality, life experiences, intent for larning and instructors ‘ outlooks affect scholars ‘ acquisition manners with the later being the most dominant influence ( Briggs-Myers, 1986 ; Kolb, 1984 ; Felder, 1996 ; Ballard and Clanchy 1997 ) . In Iran, nevertheless, scholars ‘ acquisition manners have been ignored and have been taken into history as an undistinguished constituent in the learning procedure among Persian EFL scholars in general and first-year university pupils in peculiar. Very small survey has been conducted to place Persian scholars ‘ acquisition manners that non merely would assist scholars ‘ acquisition but besides help better instructors ‘ instruction. Matching these two facets would take to greater success. Nevertheless, Riazi and Riasati ( 2007 ) conducted a survey on 219 Persian scholars of English in Shiraz to place their acquisition manners. The survey employed Brindley ‘s ( 1984 ) linguistic communication larning penchant questionnaire. The participants were from different degrees of direction and different ages. The findings show that the pupils favoured the communicative attack carried out in brace or group work and felt that it helped better their English linguisti c communication accomplishments. They besides preferred taking portion in schoolroom treatment and interaction in larning English. Although this survey found that scholars preferred a communicative attack, scholars at higher establishments in Iran ; peculiarly freshers, are still observed to be inactive scholars of English. Possibly they are incognizant of their acquisition manners and possibly the instruction manners at higher establishments do non fit scholars ‘ acquisition manners. Therefore, the survey presented in this paper was an effort to find Persian EFL fresher university pupils ‘ acquisition manner ( s ) to assist them understand how they learn and therefore increase their potencies. This survey besides aimed to detect whether there was a difference between male and female fresher university pupils ‘ acquisition manner ( s ) . However, this present survey employed the four types of larning manner penchants developed by Willing ( 1988 ) to look into Persian EFL fresher university pupils ‘ types of larning manner ( s ) .Learning Styles and Types of LearnersMost research surveies on larning manner penchants trace back to the past 30 old ages. Dunn ( 1993 ) asserted that lectors can non place pupil ‘s acquisition manners without using a multidimensional instrument. Without rating, even experienced teachers may misinterpret scholars ‘ behaviors such as hyperactivity or heedlessness ( Mulalic, Mohd Shah and Ahmad, 2009 ) . Reid ( 1987 ) investigated 1300 ESL pupils from three different civilizations ; viz. the Japanese, Malay, and Korean. The survey found that a big figure of these pupils strongly preferred tactile and kinesthetic acquisition manners. The survey besides found that the built-in differences in cultural or linguistic communication backgrounds and subjects ( technology and computing machine scientific discipline ) frequently play an of import function in placing types of cognitive manners. Meanwhile, Willing ( 1988 ) investigated a group of five 100s and 17 scholars from more than 30 cultural groups to analyze whether there is a relationship between larning manner penchants and biographical variables. However, merely five cultural groups were big plenty for statistical analysis ( Vietnamese, Chinese, Arabic, South Americans, and Polish/Czech talkers ) . The learning manner questionnaire included 30 acquisition manner points, 15 larning scheme points, and a several points on single biographical facets. The consequences indicated that there were cultural differences with respect to the scholars ‘ larning manner penchants. For case, although the agencies of the point ‘I like to analyze grammar ‘ was lower than expected, all scholars from the different civilizations responded that they liked analyzing grammar. The Arabic scholars preferred grammar where 65 % of them ranked this point as the â€Å" best † ( Willing 1988 ) . Meanwhile, the findings i ndicated that authority-oriented and analytical acquisition manners were extremely valued by the Vietnamese, Chinese, Arabic, South American, and Polish pupils. The largely preferable points were ‘practicing sounds and pronunciation in English ‘ and ‘everything explained by their instructor ‘ , and the least preferable ways of larning were ‘playing games ‘ and ‘watching movies ‘ ( Willing 1988, p. 130 ) . Willing ( 1988 ) further identified four types of scholars: concrete, analytical, communicative, and authority-oriented scholars. Nunan ( 1999 ) briefly summarized the definition of these four types of scholars: 1 ) Concrete scholars are those who employ really direct agencies of taking in and treating information ; 2 ) Analytic scholars are those whose cognitive strengths lead them non merely to analyse carefully and show great involvement in constructions but to set a great trade of value on uncovering their independency by executin g these things themselves, autonomously. In other words, they prefer to analyze grammar ( from particular to general ) , analyzing English books and reading newspapers, analyzing separately, happening their ain errors, and working on undertaking jobs assigned by their instructors ; 3 ) Authority-oriented scholars are those who are likely non predisposed to actively form information ; they would wish their instructor to explicate everything to them, tend to hold their ain text editions, to compose everything in a notebook, to analyze grammatical regulations, learn by reading, and larn new words by looking at them ; and 4 ) Communicative scholars are those who have a desire for a communicative and societal acquisition attack, likely because they feel that this would be most helpful to their demands in relation to linguistic communication acquisition. In other words, they like to larn by watching, listening to native talkers, speaking to friends in English and watching telecasting in E nglish, utilizing English out of category, larning new words by hearing them, and acquisition by conversations ( Willing, 1988 ; Nunan, 1999, p. 57 ) .The SurveyParticipantsA group of 92 ( 37 males and 55 females ) Persian EFL fresher university pupils majoring in Teaching English as a Foreign Language ( TEFL ) class at the Faculty of Foreign Languages in a university in South of Esfahan were indiscriminately selected from nine categories to take portion in this survey. As freshers, their mean age was 18 old ages old. They learn English linguistic communication for academic intents. Freshman university pupils were selected as participants of this survey because they were at the get downing degree of third instruction. Knowledge of their acquisition manner ( s ) would be utile in placing and geting larning accomplishments which would heighten their acquisition. Therefore, increase their public presentation in larning English.InstrumentThe instrument utilized in this survey was the Le arning Style Preferences Questionnaire adapted from Willing ( 1988 ) . The four-point Likert graduated table questionnaire consisted of 45 points on â€Å" How make you larn best † ; ranged from 1: Strongly Disagree to 4: Strongly Agree. It was piloted prior to the existent informations aggregation and the dependability Cronbach ‘s Alpha was 0.844. The questionnaire consisted of four classs ( Communicative, Concrete, Authority-Oriented, and Analytical scholars ) . A list of 20 four points out of 40 five points related to these four types were chosen and modified based on the Persian EFL fresher university pupils ‘ acquisition. Items one to six represented scholars who liked to larn through observation and or listening to native talkers, speaking to friends in English and watching telecasting in English, and learn through conversations ( Communicative Learners ) . Items seven to twelve represented scholars who liked to larn through games, movies, cassettes, speakin g in braces, and utilizing English outside of the schoolroom ( Concrete Learners ) . Items 13 to eighteen represented scholars who preferred their instructors to explicate everything to them, have their ain text editions, survey grammar, learn by reading, and larn new words by seeing the words ( Authority-Oriented Learners ) . Items 19 to twenty four represented scholars who liked analyzing the regulations of grammar, analyzing English books, reading newspapers, analyzing by themselves, happening their ain errors, and working on jobs set by the instructor ( Analytic Learners ) .Findingss and DiscussionsDescriptive analysis of the Learning Style Preferences ( 37 Males, 55 Females )In order to detect the types of larning manner penchants of the pupils, the descriptive statistics ( agencies and standard divergences ) of the four types of larning manner penchants ( communicative, concrete, authority-oriented, and analytical ) were computed ( see Table 1 ) . The one which indicated the h ighest average value was considered to be the pupils ‘ preferred acquisition manner. Table 1 shows the mean and standard divergences of the four distinguishable classs. Responses to the statements of type one ( communicative ) had the highest average value of 3.24 and a standard divergence of 0.35, while the responses to analytical type of larning manners had the lowest average mark of 3.02 and a standard divergence of 0.38 for both males and females. It is implied that the bulk of Persian EFL fresher university pupils in this sample considered themselves communicative types of acquisition manners. This is consistent with the consequences of Ho ‘s ( Undated ) survey on two groups of university twelvemonth one and four groups of twelvemonth two Computer Studies pupils across five academic old ages. The survey indicated that most pupils were communicative scholars ; contradictory to the consequences of Liu ‘s ( 2008 ) survey on pupils in Taipei. Liu reported that responses to the statements of authority-oriented type of larning manners were the highest with the average mark of 11.52 and a standard divergence of 3.13 and communicative type of larning manners had the lowest mean mark ( M=8.87 and a standard divergence of 3.55 ) . Table 1 Mean and Standard Deviation of Learning Styles ( by Category ) Learning Manners Mean South dakota Nitrogen Communicative 3.24 0.358 92 Concrete 3.07 0.381 92 Authority-Oriented 3.10 0.353 92 Analytic 3.02 0.381 92 N= Number of respondents ; SD= Std. Deviation In add-on to the mean scores for the four types of larning manners in general, Table 2, 3, 4, and 5 show the mean and standard divergences of the pupils ‘ usage of larning manners by class and points: communicative, concrete, authority-oriented, and analytical acquisition manners. Table 2 Mean and Standard Deviations of the Students ‘ Communicative Learning Style ItemsLearning MannersMeanSouth dakota1Communicative Learning StyleI like to larn by watching, listening to native talkers of English.3.243.320.350.755 2 I like to larn by speaking to friends in English. 3.24 0.732 3 If I have pick, I would wish to larn English by watching Television in English outside of the schoolroom. 3.17 0.735 4 I like to larn by talking in English with aliens when there is a opportunity. 3.27 0.757 5 I like to larn English words by hearing the words. 3.25 0.673 6 In English category, I like to larn through the usage of conversations. 3.22 0.739 Table 2 demonstrates that the overall average value of communicative acquisition manner was 3.24 with a standard divergence of 0.35. The highest average value of 3.32 with a standard divergence 0.75 was noted for the point â€Å" I like to larn by watching, listening to native talkers of English. † Meanwhile, the point â€Å" If I have pick, I would wish to larn English by watching Television in English outside of the schoolroom. † scored the lowest mean mean with the value of 3.17 and a standard divergence of 0.73. It is inferred that the Persian EFL fresher university pupils have strong desire to larn by watching and listening to native talkers of English in schoolrooms. In other words, they tend to watch pictures and listen to tapes in schoolrooms. They like to pass on with one another. This is in understanding with the consequences of Riazi and Riasati ‘s ( 2007 ) survey. Table 3 Mean and Standard Deviations of the Students ‘ Concrete Learning Style ItemsLearning MannersMeanSouth dakota7Concrete Learning StyleIn English category, I like to larn through game.3.073.270.370.757 8 In English category, I like to larn by utilizing images, movies, and pictures. 3.29 0.749 9 I like to analyze English by speaking with another schoolmate 3.23 0.743 10 I like to larn by utilizing cassettes at place. 2.65 0.733 11 In English category, I like to listen to and utilize cassettes. 2.80 0.829 12 Outside of the schoolroom, I like to utilize English. 3.17 0.735 With respect to concrete acquisition manners, Table 3 demonstrates the overall average value of 3.07 and a standard divergence of 0.37. The consequences related to concrete larning manner dimension indicate that the point â€Å" In English category, I like to larn by utilizing images, movies, and pictures. † scored the highest mean mean with the average value of 3.29 and a standard divergence of 0.74 ; while the lowest average value of 2.65 with standard divergence of 0.73 was noted for the point â€Å" I like to larn by utilizing cassettes at place † . It is concluded that these scholars like to larn by illustrations in schoolrooms. The common feature of concrete scholars harmonizing to willing ( 1988 ) is the development of insufficiency or an lower status composite. They disfavour larning monotonously and written work. They like assortment. They prefer verbal and ocular experiences. They have strong desire to be entertained by utilizing games, and be given to be invo lved in larning physically. Table 4 Mean and Standard Deviations of the Students ‘ Authority-Oriented Learning Style ItemsLearning MannersMeanSouth dakota13Authority-Oriented Learning StyleI like the instructor to explicate everything to me.3.103.320.350.755 14 I want to compose everything in my notebook. 2.91 0.751 15 I like to hold my ain text edition. 3.27 0.757 16 In English category, I like to larn by reading. 3.17 0.720 17 I like to analyze grammar from specific to general. 3.23 0.728 18 I like to larn English words by seeing them. 2.70 0.795 Sing the 3rd type of larning manners ( authority-oriented ) , Table 4 indicates that the overall mean value was 3.10 and a standard divergence of 0.35. Therefore, the point â€Å" I like the instructor to explicate everything to me † scored the highest average value of 3.32 and a standard divergence of 0.75. While the lowest average value of 2.70 and a standard divergence of 0.79 were noted for the point â€Å" I like to larn English words by seeing them † . It is inferred that authority-oriented scholars tend to be taught clearly. They have desire to larn from their instructors. They look for constructions and measure by measure patterned advance. In general, they consider their instructors as authorization in the category. Harmonizing to Willing ( 1988 ) they like to follow some forms. Table 5 Mean and Standard Deviations of the Students ‘ Analytical Learning Style ItemsLearning MannersMeanSouth dakota19Analytic Learning StyleI like to analyze grammar from general to specific.3.022.680.380.838 20 At place, I like to larn by analyzing English books. 3.24 0.732 21 I like to analyze English by myself. 3.32 0.755 22 I like the instructor to allow me happen my errors. 3.25 0.750 23 I like the instructor to give me exercises to work on. 3.15 0.725 24 At place, I like to larn by reading English newspaper. 2.49 0.791 Finally, for analytical acquisition manners Table 5 reveals that the overall mean value was 3.02 with a standard divergence of 0.38. Based on the consequences, the point â€Å" I like to analyze English by myself † scored as highest average value of 3.32 and a standard divergence of 0.75 whereas the lowest average value of 2.49 with a standard divergence of 0.79 was noted for the point â€Å" At place, I like to larn by reading English newspaper † . This means that analytical types of scholars are independent and tend to happen solutions for their jobs while larning. Analytic scholars ‘ cognitive strengths steer them non merely to analyse carefully and uncover great involvement in constructions, but besides to set a big sum of value on demoing their independency by making these things themselves, autonomously ( Willing, 1988 ) . In general, it can be inferred from the findings aforementioned types of acquisition manners that the mass media such as telecasting, pic ture, tape recording equipments are the most powerful devices for larning foreign linguistic communications in Iran since English is learned and spoken merely in academic categories and for academic intents. Harmonizing to Celec-Murcia ( 2001 ) , such media motivate scholars by conveying the existent life state of affairs into the schoolroom and showing linguistic communication in its more complete communicative context.Descriptive Analysis of the Learning Style Preferences by GenderIn order to detect whether there was a difference between males and females in using learning manner penchants, the Independent-sample T-test was conducted. Table 6 demonstrates that there was no statistically important difference in the mean tonss for male and female pupils in communicative ( M= 3.27, SD= 0.35 ; M=3.22, SD=0.36, T ( 90 ) =0.66, p= 0.51 ) ; concrete ( M=3.10, SD=0.36 ; M=3.05, SD=0.39, T ( 90 ) =0.67, p=0.49 ) , authority-oriented ( M=3.09, SD=0.37 ; M=3.11, SD=0.34, T ( 90 ) = -0.21, p= 0.83 ) , and analytical acquisition manners ( M=3.09, SD=0.38, M=2.98, SD=0.37, T ( 90 ) =1.32, p=0.18 ) . In other words, males and females apply larning manners in a similar manner. This is in understanding with the consequences of Yik, Hidayu, Bariyyah and Asyimah ‘s ( Undated ) survey ( hypertext transfer protocol: //apps.emoe.gov.my/ipba/rdipba/cd1/article152.pdf accessed 26 March 2010 ) . Table 6 T-test for gender differences in larning manner PreferencesLiterGramNitrogenMeanSouth dakotaTPCom Meter F 37 55 3.27 3.22 0.35 0.36 0.66 0.51 Con Meter F 37 55 3.10 3.05 0.36 0.39 0.67 0.49 A-O Meter F 37 55 3.09 3.11 0.37 0.34 -0.21 0.83 Anal Meter F 37 55 3.09 2.98 0.38 0.37 1.32 0.18 Note: N=Number of Subjects ; LS=Learning Styles ; G=Gender ; M=Male ; F=Female ; Com=Communicative ; Con=Concrete ; A-O=Authority-Oriented ; Anal=Analytical In other words, all of the values of significance values were above the value of significance value of P & lt ; 0.05. Harmonizing to Cohen ( 1988 ) , the magnitudes of the differences in the agencies were somewhat little. Cohen believes that 0.01 indicates little consequence, 0.06 shows moderate consequence, and 0.14 shows big consequence. Therefore the Basque Homeland and Freedom square for these four types of acquisition manners are as follows: communicative ( eta square= 0.004 ) , concrete ( eta square= 0.005 ) , authority-oriented ( eta squared=0.000 ) , and analytical acquisition manner ( eta square= 0.018 ) which are really little.DeductionsSing the consequences of this survey, some deductions are discussed with the position of text book designs, larning and learning English as a foreign linguistic communication in Iran. As it has been identified that many of the fresher university pupils are communicative type of scholars, there should be a moderately safe index for the genera l way to see in planing text books for Persian EFL fresher university scholars. Many research surveies such as Smith ( 1985 ) , Claxon and Murrell ( 1987 ) , Willing ( 1988 ) , and Riazi and Riasati ( 2007 ) claim that larning methods that match with learning manner penchants lead to academic accomplishments, more communicative undertakings need to be included in the class as most scholars in this sample prefer to larn in a communicative manner. Willing ( 1988 ) suggested the acquisition methods preferred by communicative scholars as: 1 ) Learning by watching and listening to native talkers of the mark linguistic communication. 2 ) Learning by talking in English with aliens when there is a opportunity. 3 ) Learning by speaking to friends in English. 4 ) Learning by conversations. 5 ) Learning by watching Television in English. 6 ) Learning English by hearing the words. Therefore, the text edition interior decorators may necessitate to take into history the aforesaid methods recommen ded by Willing ( 1988 ) while planing communicative text books for categories. They can besides see group treatments and teacher-students meetings as pupils prefer to speak with equals and instructors ( Riazi and Riasati, 2007 ) . In the visible radiation of acquisition, effectual tools to assist pupils listen to native talkers of the mark linguistic communication is to utilize movies and picture plans in categories. In this instance, pupils get familiar with the other contexts, state of affairss, and civilizations. Auxiliary stuffs such as short narratives should be utilized in categories ( Riazi and Mansoorian, 2008 ) . By and large, pupils need to be involved in synergistic accomplishments. In order to lend pupils to be cognizant of their ain acquisition manners and strengths, stock lists of larning manner and other procedures can be utilized ( Claxton and Murrell, 1987, p six ) . In add-on, lectors should assist scholars understand more about their ain penchants for larning. There are some promising schemes employed by lectors to lend their scholars to understand more about their penchants for larning and suggest ways to cover with more efficaciously in classs taught in ways inconsistent with their manners . This can besides assist scholars take increasing charge of their ain acquisition and to be more active in the procedure ( Claxton and Murrell 1987, p. four ) . In footings of instruction, by roll uping some information on scholars ‘ acquisition manners can assist lectors place scholars who learn comfortably via the types of undertakings designed for the class. For case, this survey recommends that lectors should make their best to carry first-year university scholars to work in groups and learn them how to pass on ( converse ) with one another in English. Lecturers should present types of larning manners to pupils in order to acquire familiar with their manner of larning a foreign linguistic communication in general and larning English in peculiar. In general, pupils should be encouraged to happen out their ain types of larning manner penchants in order to ease their acquisition.DecisionsThe intent of the current survey was to place Persian EFL fresher university pupils ‘ types of larning manner penchants and their deductions on the instruction and larning procedure every bit good as the designs of the text books. This survey be sides aimed to detect whether or non there was a important difference between male and female fresher university pupils using larning manner penchants. The dominant learning manner penchants of Persian EFL fresher university pupils revealed that the bulk of the Persian EFL fresher university pupils considered themselves as communicative scholars. They tend to larn English as a foreign linguistic communication by listening to native talkers of English likely because they feel that this would be most utile for their demands in relation to English linguistic communication acquisition. This can assist them in bettering their pronunciation and speech pattern. The receptive accomplishments such as speech production and hearing are appealing to the scholars of this sample. They have desire to utilize conversations in the schoolrooms and communicate in English. It is besides concluded that Persian male and female pupils have no different preferred acquisition manners as the findings of this survey demonstrated that there was no statistically important difference between them with respect to their learning manner penchants while larning English as a foreign linguistic communication. More significantly, this research survey suggests placing the scholars ‘ types of larning manners to lend their lectors to set in the proportion of undertaking types in text books to do acquisition easier for pupils.

Prostitution Essay Example | Topics and Well Written Essays - 750 words - 1

Prostitution - Essay Example In fact, it is one of those aspects of the society that has been acted upon since mankind came into existence. We find Greek literatures of 6th century BCE where three classes of prostitutes have been mentioned: ‘pornai’ or slave prostitutes, free born street prostitutes, ‘hetaera’, educated prostitute-entertainers who relished a level of social influence. Prostitution remained permissible throughout the Greek and Roman periods, until Christian Roman emperors intensely opposed it. Prostitution was seen in the medieval era as well. Though King Henry II discouraged it yet it was permitted. However, he ensured that no other laws were broken while this profession was carried out. During World War II, 80,000 to 300,000 girls and women were forcefully seized and sent to military battalions to serve the Japanese soldiers. Though India banned sex trafficking in 1956, yet it is found to be a home to Asia’s largest red-light-district. (Head) From Japan to South America and from India to England, we cannot deny the veracity of the fact that prostitution is prevalent everywhere in this world; and it is not a new trend that has started recently, but it has been executed since the creation of mankind. Perceiving prostitution from an economic point of view, we shall discover the causes, as to why this profession had to start. In ancient times, widowed women or unmarried women who did not have any medium of earning, either solely depended upon the little wealth that had been left behind by their husbands or their fathers or the last option for them would be to sell their bodies for money not only for the survival of themselves, but also to run a living for their family. Women found men with their uncontrollable urges and willingly submitted themselves to them to earn a living or for bartering goods. In the21st century where survival of women is not difficult, we still find many women involved in this profession due to their a ddiction of making

What effect did the Enlightenment and the Great Awakening have on life Essay

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Organizational Interview Paper Essay Example | Topics and Well Written Essays - 500 words

Organizational Interview Paper - Essay Example John Pemberton concocted the Coca Cola formula in a three legged brass kettle in his backyard†(Bellis, 2009). At present, Coke is the largest non-alcoholic beverage company in the world even though PepsiCo is raising stiff challenges to Coke’s supremacy. â€Å"Coca Cola is currently operating in more than 200 countries with over 50,000 employees and more than 800 production and distribution centers and 300 worldwide bottling partners† (The Coca-Cola Company: Growth, Leadership, Sustainability, 2009). Replying to one of my questions, Jack Nicholas told me that, Coke had a standardized vision and mission statement for the entire world earlier. But globalization brought many changes in the global business circuits and internationalization of business was made easier as a result of that. He has told me that Coke realized the importance of diverse marketing strategies in different countries in order to make Coke as an acceptable soft drink in foreign markets. In his op inion, keeping same vision and mission for the entire world is meaningless since the requirements of different regions or countries are different. He has also stressed the importance of internationalization business and different mode of entries used by companies in entering foreign markets. Merger and acquisition is accepted as the major mode of entry in foreign markets by coke.