Narrative Poem The Prologue to the Canterbury Tales Flashcard

Narrative Poem: The Prologue to the Canterbury Tales

Environmental Studies and Forestry Term Paper How to Write a Winning Paper

Environmental Studies and Forestry Term Paper How to Write a Winning Paper Throughout the semester (or a specific control period), you wrote a variety of intermediate essays regularly. Systematic is the fact that you have to write the term paper on the basis of all the work done. This process seems tricky due to the fact that you need to combine all the studied materials in one paper and draw the right conclusions. Nevertheless, if this process is done according to the instructions and recommendations described below, then the term paper will be made as soon as possible, and the process of writing it will bring you pleasure. In addition, you already have all the necessary materials because you wrote intermediate essays, and now your actions are reduced to a consistent and accurate systematization of existing knowledge. Follow the instructions given below, and you will succeed! What Is an Environmental Studies and Forestry Term Paper? An environmental study and forestry term paper is a qualification written assignment that students of colleges and universities perform during each control period of their studies to acquaint themselves with the issues of the chosen specialty better. In the course of its implementation, the author of the term paper masters the norms of conducting research activities in the context of environmental studies and forestry, and learns to sort and analyze the material, conduct independent research, and then present and formalize it correctly and systematically to demonstrate the results of his/her work clearly and convincingly. The basic principle of writing the term essay is the following: a clear interconnection of the topic, the purpose, the subject and the object of research throughout the paper. So, the goal of writing the environmental studies and forestry term paper lies in the students consolidation of the knowledge gained in the course of the learning process, according to the course taken. Thanks to this paper, it is easier for the professor to assess the quality of knowledge obtained by the student, and his/her ability to apply it to solve professional problems. However, the most important point is the fact that you get invaluable experience and improve your existing skills while writing your term paper. There is a chance that you will want to explore the chosen topic in the future or take it as a basis for your dissertation. Perhaps, this paper will become the beginning of a new path, in which you will collect new knowledge by grains and bring it to perfection, and then it will give great benefits in the field of environmental studies and forestry in the future. So, why the term paper is necessary? It helps to consolidate and systematize the knowledge gained; The environmental studies and forestry term paper teaches to work with research and scientific literature, as well as boosts information search skills; It forms analytical and mental skills, as well as the ability to overcome barriers and solve complex problems; The term paper allows drawing conclusions on the materials studied. Tips from Our Writers on How to Take Preliminary Notes An integral part of writing the term paper (and of student activity in general) is the systematic taking of preliminary notes. Probably, many of you will wonder why you need to make additional notes if there are lectures available. However, they are necessary indeed. During the lectures, you record all the information that the professor provides. It is undoubtedly necessary, but they often do not provide the kind of assistance that preliminary notes can give for further work. Their meaning is to write down the main key points of the topic studied briefly, as well as to add one’s thoughts to this information. So, the usefulness of preliminary notes comes down to the following: With the help of preliminary notes, you can always remember all the material that you learned, even if it was given six months or a year ago. Preliminary notes do not take up much space but focus the students attention on the main issues of the topic under study. For example, you write a long lecture on the rational use of forest resources. It includes a lot of material that probably does not come in handy for you in your environmental studies and forestry term paper. However, during the lectures, you point out the key points in parallel: the relevance of reforestation, ways to increase the productivity of forests, the optimal methods of forest restoration, and so on. After a certain period, you will open your preliminary notes and recall all the material by focusing on the control points only. In the preliminary notes, you can immediately draw conclusions on the topic covered. That is, after studying the material, you can note to yourself what seems important, what you should examine more deeply, and what you can say on the topic studied as a whole. All these notes will help you formulate your thoughts properly while writing your term paper. With the help of preliminary notes, you can create a universal work journal, in which each topic will be recorded separately. For example, you can divide a notebook into separate areas. Subsequently, during the study of each new topic, you can make notes in those categories that match the material most closely. For example, there may be such sections as environmental aspects of forestry, forest resources, environmental norms and policies, and so on. When writing your environmental studies and forestry term paper, as well as subsequent works, including research, intermediate, or even dissertation papers, you will have the key points of each topic in sections. This will help you to navigate the information. Advice and recommendations: Do not skip taking notes, make them regularly; The notes should be short and should not take up much of your time; Include topics that interest you, and your thoughts about them in the notes. Selecting a Topic for the Environmental Studies and Forestry Term Paper There are times when instructors assign complex term paper topics. Chances are the topics they choose are real puzzles for students. However, if the choice is left to the student, then he/she should remember that the ideal option would be a term paper that unites or indirectly affects all topics studied during the reporting period. An important role in this process also belongs to intermediate essays that can be involved in the creation of the environmental studies and forestry term paper. So, if you have to choose a topic, you should follow these recommendations: View lecture materials on the topics covered. Preliminary records will also be of great support; With the help of preliminary notes, identify the key points to focus on; Consult your instructor. Probably, he/she will tell you interesting and narrow directions for the chosen topic and help you to find suitable literature for this case. The result of your choice should be a narrow topic that covers the key points of the material you have grasped and, importantly, is really interesting to you. Examples of Choosing a Topic: For example, during the academic year (month, reporting period), you learned the following topics: Ecology and Ecological Balance; Forest Resources and Their Use; Ecological Problems of the Environment; Classification and Types of Forests; Rational Nature Management; Protection and Restoration of Forestry. Moreover, in your preliminary notes, you marked the following areas of your interest: The role of artificial forest reserves; Ecological sources of renewable energy; Production, consumption, and disposal of forest resources. In this regard, the combined topic of your environmental studies and forestry term paper can be the following: The Role of Forest Reserves in Maintenance of Environmental Processes. The Key Points of an Environmental Studies and Forestry Term Paper In your environmental studies and forestry term paper, the following items must be present: The introduction to the topic. In this section, you must indicate the topic that got you interested and draw readers attention to it. For these purposes, you may describe its relevance or problems, briefly outline its main characteristics or key points, and explain why it is important for research. To add more, while writing intermediate works, you probably already drew some global conclusions concerning the topic that interested you. It is necessary to create a thesis or hypothesis that you will develop throughout the process of writing. However, the thesis statement itself is indicated in the first, introductory part. For example, presumably, forest reserves can become a universal tool for restoring the ecological balance of the environment. Description and analysis of the work done. In this section, you should briefly describe all the work that you have done throughout your study of the material related to environmental studies and forestry. For these purposes, you will need your preliminary notes. After reviewing them, you can tell what you wrote and studied, what attracted your attention, and how it can be used in the topic chosen by you. This item must also indicate the results of the completed assignments, especially if they included field or practical studies, interviews, surveys, and so on. Each key point of this stage should be supported by strong arguments and evidence, for which you can use both your observations and opinions of authoritative authors. The structure of this part should imply a division into several paragraphs, each directly or indirectly relevant to the stated thesis and confirms (or refutes) it. The result of this section should be the final conclusion for all the work done. The experience gained/reflection. This item is also necessary for the environmental studies and forestry term paper, as it shows what conclusions you have made from the tasks performed and what experience you have gained. The ideal option is a brief description of each assignment that you have completed during the reference period, and your reflection on its usefulness, relevance, and appropriateness. Plus, in this section, you should describe what skills you have gained while working on the term paper, and how they may be useful to you in the future. Additional items of the project can be the following: Restrictions and barriers. At this section, you should describe what shortcomings you see in your completed assignments, what they are related to, and how they might be hypothetically prevented. Besides, it is necessary to indicate what difficulties you encountered and the ways to overcome them. Directions for future research. At this point, preliminary notes will help you as well. Here, you can describe your interest and suggestions that will affect your future work. You can identify the topics that should be developed first, and that will contribute to the field of environmental studies and forestry. Writing and Post-Writing Tips Plan. To ease the writing process and follow its phases strictly, you should make the paper outline before you start writing. The main point is to set the logic of presentation. This is required to reveal the stages of achieving the research goal, to demonstrate the movement from the academic positions’ analysis to the pragmatic consideration of the topic aspects and summarizing the results. The detailed text is not required. The presentation of the key points and structuring the main items will do. Recommendations for writing the environmental studies and forestry term paper: The topic of the term paper must necessarily concern the discipline under study; The topic should serve as a tool for deepening the knowledge gained; The presence of arguments and evidence is mandatory; Check the paper for errors (grammatical, spelling, and so on). So, this instruction will serve as a good support for writing a high-quality term paper!

Information Systems Analysis (case study analysis) Essay

Information Systems Analysis (case study analysis) - Essay Example Furthermore, the new automated system called Equipment Check-Out System (ECS) will help the Maintenance Department improve their services to the maintenance personnel as well as create timely reports and analytics required by management. The purpose of this baseline project plan report is to evaluate the needs of GB Manufacturing in the development of an Equipment Check-Out System (ECS) and determine the feasibility of integrating and implementing such system into their business processes. This project plan shall serve as a resolution to management and shall also serve as a guide to the ECS development team. The report is a preliminary investigation of developing the Equipment Check-Out System into the business processes of GB Manufacturing, specifically the Maintenance Department Equipment Depot Section. This project plan covers the identified problems, opportunities, management directives and recommendations. The baseline project plan report is written in three sections. First section is an investigation on the needs in developing a system that manages equipment check-in and check-out. Second section is the evaluation of the feasibility of developing an ECS. The last section is focused on the project management issues and proposed development methodologies. The equipment depot operation in the Maintenance Department of GB Manufacturing is experiencing several problems in terms of lost and stolen equipments. It is the primary function of the equipment depot to provide the necessary equipments required by the maintenance employees. However, the estimated amount of lost and stolen equipments exceed $50,000 worth of tools each year. In order to address the alarming issue of losses, the management and the Maintenance Department has two options. First alternative involves the improvement the existing manual

Penal Law Essay Example | Topics and Well Written Essays - 500 words

Penal Law - Essay Example First, a criminally implied act or intent has to be proven in order to be dignified as a crime. This is especially true in a case, such as the current one, when juveniles are involved (Hall & Merrill 1960, p.1). Penal theory is what defines an action of being intentionally criminal or whether it is just a horrible accident, resulting from reckless, and unabashed behavior. This type of negligent behavior though, is what normally leads to the cause of the victim getting hurt or killed, due to the other progressive factors involved (Hall & Merrill 1960, p.1). For example, according to the Criminal Law Handbook (2005), there is exploration into the view of 'Unintentional vs. Intentional Conduct'. In this debatable theory of Criminal Law, consideration is given to the possibility that perhaps the offender (which would be Ian) misperceived Fred's' intentions and reacted out of a judgment he made that was false. Therefore, because of the offenders' lack of perception, maybe he should not be charged with a crime at all because he made a mistake. Upon further theorizing, it is found this theory just might have worked for Ian except for the fact that his actions were premeditated and calculated; therefore he would not stand a chance in utilizing this cause and effect theory in a court of law. Often enough offenders' intentions in the crime are normally how they are handed down their punishment in the judici

A critical response to the Marketing Myopia article Assignment - 1

A critical response to the Marketing Myopia article - Assignment Example Therefore, fulfilling the needs of customers translate to intense buying and selling products. Additionally, customers often feel comfortable to buying or engage in business with institutions that fulfill their business needs. Therefore, Theodore Levitt’s article â€Å"Marketing Myopia† is a platform that provides the management of businesses with understanding why and how to improve the productivity of businesses and the real needs of customers towards this growth. Levitt is advising the marketers to focus further on the market that shall modify products and companies instead of focusing on their own companies. Modifying products ensures that these products increase value thereby catering for the changing demands of customers and the business community. According to Levitt, first priority should be directed to the market, which is the customer. To emphasize on his new marketing myopia, Levitt uses numerous business institution (Levitt, 2004). For example, Levitt  focuses on the business productivity on Hollywood and in the same concern he possess a question â€Å"if Hollywood was into television rather than movies, wouldn’t it have profited more?† The ideals presented or posted by this question are actually true. Most of the Hollywood crowd usually concentrated in making movies than in money. In the real sense, there is much money in the television than in movie making. Through this question, Levitt is challenging business to c heck and if possible to change their strategies. Notably, if Hollywood could have thought of the television market, it would have made more money that what they currently make (Levitt, 2004). With Hollywood and Sony among other television channels, Levitt introduces new marketing idea termed as the marketing myopia theory. The myopia marketing theory concentrates on marketing strategies where companies are not only needed to be product oriented and technically sound, but the theory also needs

Visual Aids Help Tths Students Improve Their English Education Essay

Visual Aids Help Tths Students Improve Their English Education Essay In Vietnam, English is considered the most important foreign language, which is taught as one of the main subjects in schools as well as in universities and is also used the most in communication among other foreign languages. According to the Longman dictionary of language teaching and applied linguistics, English is used as a foreign language or a second language to communicate with foreigners who speak the English language in non-English speaking countries. The English teaching and learning at Thuong Tin High School is not very significant in terms of the students achievement. Especially, the big concern is for English vocabulary retention. At the end of the first term 2009 2010 only about 50% of the students got an average of 5 and 6, and only 8% got 7 or 8 and the rest got 3 or 4 in the English oral test in the 2009 State First Term Examination. These figures have made the teachers of English in TT High School feel worried, they need to consider the serious problem carefully and find out the best methods to improve the situation quickly. This poor achievement is not new but has lasted for years, and there have been many things done about it but the situation has not improved. Students have been given extra lessons so that they have more time to practice their English, especially English speaking lessons, they have been helped a lot with revision before every test. They have even been provided with well-prepared hand-outs of the points on which they are going to be tested and told what to learn to do the tests well. In spite of what they have been informed and reminded of, unexpected things have still occurred, students have not improved their achievement, and the fact that most students were not very proficient in speaking and writing tests which were shown on the report of first term. To find out which factors are important in language learning, it is necessary to have a close look at social factors as well as a number of psychological dimensions of difference. Attitudes and motivation, self-confidence, intelligence, language aptitude, and language learning strategies have also been found to have an effect on language learners success in their language learning (Gardner, 2001). The research project took place at Thuong Tin High School located in Thuong Tin, a town about 30 kilometres from Ha Noi Capital and has been developing very fast. The people have become richer and a large number of families have invested money in after school activities and private tutoring for their children in English and other core subjects. If students and learners have an excellent level of English, they will gain acceptance to higher schools of learning and better-paid jobs. English is an important and compulsory subject at almost every school in Vietnam. Thus, usually students have to learn English for at least 7 years, from grade 6 to grade 12. In many schools in cities children start learning English in grade 3. There is even a trend to learn English before elementary school as their parents believe that the English language is a useful investment for their childrens future. Most jobs now require the applicants to have knowledge of English language at certain levels. Though English is taught from grade 3 in primary schools, most high school students are difficult to read an English paragraph fluently, talk to each other in English as a conversation, listen to a short introduction on television or write a letter or even a paragraph of description in English well. The issue that why most TTHS students have still had low results on speaking and writing tests though they have been helped a lot before tests, and what possible solutions could be found. The TTHS teachers have had a serious discussion and come to conclusion that most TTHS students have low English vocabulary retention and this has great influence on their speaking and writing tests. Students can not speak, listen, read and write English if they do not have enough necessary English vocabulary. But what we, teachers, have to do to help our students improve their English vocabulary. More things must be done to change the situation for the better, and the concerns were carried out, such as; motivation, methods of teaching and learning, environment of teaching and learning, materials and inclusive of Visual Aids. The defined solution for this issue was that Using Visual Aids to help students improve English vocabulary retention, because the teachers believed that there is no ways of lear ning vocabulary better than seeing the real things or illustrated things. Most teachers of English agree that it is difficult for them to have successful lessons on vocabulary or communication without visual aids and students will not be easy to understand and practice if they do not have certain visual aids for every task because students do not have enough necessary vocabulary to practice. The purpose of this research is to determine using Visual Aids helps TTHS students improve English vocabulary and the effects that visual teaching strategies have on the academic achievement of TTHS students. Research questions: How do VISUAL AIDS help students improve English vocabulary retention? What effects do visual teaching strategies have on the academic achievement of TTHS students? LITERATURE REVIEW Visual aids Brown (1973:1) emphasizes that using variety of media, visual aids, will increase the probability that the students will learn more, retain better what they learn and improve their performance of the skills they are expected to develop. Moreover, Finocchiaro (1974:63) states that the students will understand and retain better when they have been shown or taught some objects that associate with it. Educational professionals have acknowledged the fact that students who struggle in reading comprehension because they may lack the ability to comprehend words. Joseph (2006) realised, there are several approaches to teaching word-reading skills but few incorporate systematic procedures that facilitate mastery, build fluency and lead to retention of skills for struggling readers(p.803). Students who struggle in acquisition skills need specific interventions to increase their reading level and word knowledge. These interventions should be ongoing and occur early in the learning process in order to ease the cognitive load at the students current reading level and for the next grade level. Using visual aids to enhance English vocabulary and vocabulary retention is a strategy that has been researched and implemented into TTHS English classromms. With the use of visual aids, such as; authentic materials or illustrated things, students could increase their English vocabulary retention as well as they can base on their vocabulary to improve their speaking, writing, listening and reading comprehension skills. Joseph (2006) confirmed that students tend to be more motivated and choose to complete assignments and tasks that contain some items that are known to them and that appear to demand lower level of effort because they feel confident about their ability to complete such tasks. If implemented properly, visual aids, which are authentic materials or illustrated things, can make ongoing deffernces in students ability to read with confidence independently and continually. It is the consistency of vocabulary interventions that allows the struggling students to see the vocabulary terms within the reading passage if they are to expand their knowledge of the vocabulary term. This can make the difference in their proficiency of languag e acquisition Dave (1975: 10-11) also proposes some of the visual aids as follows: Real things and toys with different sorts, sizes and colors are useful to draw students interest. Real things can be presented to students by means of field trip or bringing the object to the class for direct observation. Chalkboard or blackboard are certain to be the most useful teaching aids, used in the class. They have the advantage of providing points of attention for the class and they can be used for many purposes. Pictures are flashed for a brief moment, therfore, the pictures should be simple and big enough to be seen clearly by every student in the class. Wall charts or wall pictures are big papers with some pictures and words, useful for presenting vocabulary to the class. From the explanation above, not all of media can be applied in the classroom; the teachers have to select the appropriate media that directly related to the learning process. Vocabulary assessments should also be used for a precursor to evaluate students comprehension. Johnston (1997) pointed that as childen spend more and more time reading and writing, many routines and common patterns become automatic, picking up speed and actually going through a different part of the brain, no longer involving conscious efforts (p 145). This is an important factor if students are to become independent of the classroom teacher. It is important to increase students toolbox of vocabulary strategies. According to Haycraft (1983: 102) teaching aids can be used for consolidating vocabulary, practicing structure and word order or for variety of games. Besides, teaching aids can also give a great help to the teacher in the class. A learner cannot always successfully learn English just by listening to the explanation from the teacher. Visual aids help teacher give more emphasis on pronunciation of the words, utterances and incorrect written of words. Moreover, in vocabulary class, the learners are encouraged to give their opinions about the visual aids that are presented by the teacher, thus the learners can be more active in teaching-learning process. Visual aids are also very useful to train the students to speak and memorize the words automatically. Visual aids, especially pictures are very useful in teaching vocabulary to encourage and motivate the students to learn the language. As stated by Coppen (1969: 88) pictures are parts of visual aids.The purpose of picture is to provide a stimulus which will elicit a particular response from the learner. The picture represents some action and in order to learn the appropriate words to describe the action itself must not be in question. Pictures are parts of visual aids. They may be used in teaching the elementary school students to avoid boredom. Brown (1973: 410) states some functions of pictures as follows: Media are used to teach the students to learn effectively. Pictures help the students read the books and eventually interpret and memorize words. Edmund Fason (1959: 416) states that teaching-learning process with pictures will get succeed if the pictures are related to the material of the study, pictures should be coloured and varied, colourful pictures intensify the students imagination. Using visual aids can give a great help to the teacher in the class. The students will not always be successful in learning English just by listening to the explanation from the teacher or by reading many books. Using visual aids in vocabulary class encourage the students to give their opinions about the presented pictures. The teacher can make them more active during the teaching-learning process. Moreover, flashing visual aids for a short time is very useful for the students to speak and memorize the words automatically. Retention Retention should be a requirement for the acquisition of vocabulary terms. Joseph (2008) makes these recommendations, in specific environmental conditions, words that were taught were considered learned when they were read correctly on next-day retention probes. Words that were not read correctly on next-day retention probes were not considered learned. Previously taught but unlearned words were retaught with the same instructional condition until they were read correctly on next-day retention probes (p 298). This would be a good procedure to follow if learners are to highten their retention of vocabulary terms. These retention probes were designed to measure students vocabulary acquisition. Retention probes were always administered the day immediately following the instructional condition and before another round of instructional conditions bagan. Each retention probe consisted of all the visual aids of unknown words that were taught in the previuos daily sessons. The visual aids we re exchanged and presented as one group of words to the students. Reiser and Dempsey (2007) states, maximizing learning with rich media involves two memories systems; working memory and long term memory that shapes human learning (p314). METHODOLOGY Subjects This research study took place in Thuong Tin High School in Thuong Tin town, 30 kilometres away from the centre of Ha Noi Capital. The subjects involved in this research were 40 students, they were in two different classes 12A2 and 12A3 (aged 16-18). They were randomly selected to put into two groups: 20 students in the control group (12A2) and 20 other students in the experimental group (12A3) (This means that the class 12A2 has 20 participants who belong to the control group, and the class 12A3 has 20 participants who belong to the experimental group). All of them are grade-12 students in the school year 2009 2010 and go to school everyday from Monday to Saturday. They have 3 English periods every week, each period lasts 45 minutes. The experiment lasted one month. After forming two groups, a test was given to students to check their English vocabulary so that the researcher could ensure students in two groups had the English vocabulary equivalence (Appendice 2). Instruments. Many visual aids were used when conducting this research, this was done by using pictures, real things and illustrated things. To make clear the research question, these following types of data were collected: surveys, pre-tests and post-tests, interviews, observations, and test scores. A survey was given at the beginning of the study to determine if the students enjoyed learning English and their attitudes to the instructional style of the class (Appendice 1). This helped me understand students perception of the class and if any changes, other than those used during the study, needed to be made to maximize the students academic performance. A Pre-test and Post-test were used before and after the research to find out the difference between the pre-test results and post-test results in order to know whether studentsvocabulary retention has been improved (Appendice 3A, 3B). Observations and test scores were also used as measurement tools. In order to take notes and determine the participation and attitudes of the students, observations were used daily. Did the students respond differently to the various visual aids? Were the students on task during a certain visual strategy? Did the students enjoy some visual strategies over others? Observing also made it possible to determine if outside variables affected the students test scores. Were the students having a stressful day? Did the students just come back to school from a holiday break? To determine if the use of visuals affected test scores, test scores during the four week study were compared with those from the previous four weeks. At the end of the study, the answers to the questions must be found; Why do TTHS students speak, listen to, read and write English so badly? How do visual aids help them improve their English vocabulary retention? Which effects do the visual teaching strategies have on the academic achievement of TTHS students? Design and Methods of Data Collection When implementing the experiment, the researcher used different visual aids in lessons, for example; pictures, real things and illustrated things were utilized alternatively so that students could understand the mentioned words and memorize them more effectively. Interviews were done before and after the research in order to know whether students were interested in the experiment, how they behaved during the research and what they achieved after the research. Observation was implemented in the process of research, this helped the researcher know that all the students in the experimental group took part in the experiment regularly. Test scores were done after the experiment finished, the test scores were collected from the pre-test results and the post-test results to show the improvement and difference of using visual aids in teaching and learning English vocabulary. Teaching activities that used visual aids were provided to the experimental group students in the class 12A3 in all the lessons; listening, speaking, reading and writing lessons every week. RESULTS Survey Results. The survey that was given to the two English classes included five questions and five answers, numbers 1-5 (Appendice 1). When asked students the five questions, the researcher found that there was a big difference about students attitude to learning English, and learning English vocabulary with the help of visual aids before and after the experiment. The result was compared in the Pre and Post-survey (Appendice 1). Questions Answers Before the experiment (n=students) After the experiment (n=students) 1. Do you enjoy learning English? Yes 32 68 No 48 12 2. If you do not like learning English, why? Because : Teaching methods 34 18 Lack of visual aids 46 62 3. Would you like to learn English vocabulary by watching visual aids, such as; pictures, real things or illustrated things? Yes 52 68 No 28 12 4. Do you think you will improve your English vocabulary better by looking at the visual aids when you are discussing a topic? Yes 46 67 No 34 13 5. Should visual aids be used and taught regularly and variously in classes Yes 48 66 No 32 14 There were several tests (a sample test in appendice 2) given to students in the both groups to ensure that the students in the experimental group was equivalent with students in the control group about the English vocabulary before the experiment. Groups Percentage of words that recalled and written down before the experiment 0 20% 30 50% 50 70% 80 100% Control group (n=20) 2 8 7 3 Experimental Group (n=20) 3 9 6 2 Interview Results In each group, 5 students were randomly invited to interview before and after the experiment. They were asked to give answers to 3 questions (Appendice 4). The 5 students in the experimental group produced the same words as the 5 students in the control group before the experiment but the experimental students produced more words than the control students after the ezperiment. a. An interview before the experiment b. An interview after the experiment. Tests Results Pre-tests: Groups Number of words 10 40 40 70 70 -100 Control (n=students) 8 9 3 Experimental (n-students) 7 10 4 Pots-tests Groups Number of words (n=100 words) 10 40 40 70 70 -100 Control (n=students) 5 10 5 Experimental (n-students) 2 11 7 From the results of the post-tests, it was easy to find that if students were provided with visual aids in their lessons. They could increase their vocabulary much better. Before the experiment, the two groups were equivalent in their vocabulary, but there was a big gap between the control group and experimental group after the experiment. The experimental group increased their vocabulary a lot more than they were before. However, the control group did not improve their vocabulary a lot. Questionnaire Results After the study time, the 20 students in the experimental group were given a five question interview about their feelings towards the class. The answers were categorized as either being agreement and disagreement and compared with the results before the experiment.. Comparison of Agreement and Disagreement Responses from the Interview QUESTIONS Answers from Ex-group (n=students) YES NO Before After Before After 1) Do you like the English class? 8 15 12 5 2) Do you enjoy learning with visual aids 12 17 7 3 3) Do you think the visual aids are helping you? 10 14 10 6 4) Do you want to have visual aids in future lessons? 11 16 9 4 5) Are you motivated with and interested in learning English vocabulary with visual aids? 10 18 10 2 Discussion The objective of my research was to find out how visual aids help students improve their English vocabulary and to discover if visual learning strategies have an effect on ESL academic achievement in a high school English classroom. The main findings of this research show that there is a positive correlation between the use of visual aids and the results when using surveys, interviews, observations, and test score comparison Comparison of Averages from the Control and Study Periods According to Dong (2002), he found that when teachers use visuals, the students ask more questions. During the study period, I observed that the students in the experiment asked more questions than the control group. The students were interested in the visual aids and always asked questions to clarify their misunderstanding. CONCLUSION This research indicates that students may learn in many different ways and teachers should do many things possible to support and to meet the needs of all students. Visual aids can break the language barrier that separates students from teachers. Pictures, ral things or illustrated things always helped to explain both special and common English words fully. For example, the word fire an employee was given to students in a question on a test, but none of the students in the class knew what that word meant and trying to explain it did not help either. The meaning of the word was then made clear when I made a picture on the board. This research would recommend that teachers use as many visual aids as possible in their classroom. This research also shows that visual aids can increase students English vocabulary and improve their vocabulary retention. The most useful and popular visual aids were introduced in class were pictures, illustrated things, such as; toys or model forms. For example, during the unit on cars, it was so easy for students to guess and to know the parts of a car when they saw pictures of car parts or a toy car. My research had a positive impact on student learning, English is quite a difficult subject with lots of vocabulary and visuals are the best way to learn those words. There are also a lot of topics that have to be covered in an English class. Visuals, especially pictures, are a great way to show students the overall concept and the minute details of a topic. The students in my English class have learnt and improved their vocabulary a lot when I applied the visual aids in the class. As already mentioned, pictures were the most popular and effective. There was a purpose behind each and every visual. I carefully planned out how I would do and explain each visual so that students could performed well. REFERENCES Collier, V. P. (1992). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16 (1-2), 187-212. Dong, Y. R. (2002). Integrating language and content: Education and Bilingualism, 5 (2), 40-57. Duran, B. J., Dugan, T., Weffer, R. (1998). Language minority students in high school Hamblen, K. A. (1993). Theories and research that support art instruction for instrumental outcomes. Theory into Practice, 3 (4), 191-198. Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59 (1), 43-64. Gardner, R.C. (1985), Social Psychology and Second Language Learning: The role of attitudes and motivation, London: Edward Arnold Gardner, R. C. 2001. Language Learning Motivation: The Student, the Teacher, and the Researcher.Texas Papers in Foreign Language Education, Volume 6,  Number 1,  Fall 2001. Joseph, L. (2006, May). Incremental rehearsal: A flashcard drill technique for increasing retention of reading words. International Reading Association, 51 (1), 90-92. Petrie, G. M. (2003). ESL teachers views on visual language: A grounded theory. The Reading Matrix, 3 (3), 137-168. Tan, A., Nicholson, T. (1997, June). Training poor readers to read words faster improve their comprehension of vocabulary. Journal of Educational Psychology, 89(2), 276. Appendice 1 Survey The servey was given to 2 classes (each class consists of 40 students). Questions Answer Before the experiment (n=students) After the experiment (n=students) 1. Do you enjoy learning English? Yes 32 68 No 48 12 2. If you do not like learning English, why? Because : Teaching methods 34 18 Lack of visual aids 46 62 3. Would you like to learn English vocabulary by watching visual aids, such as; pictures, real things or illustrated things? Yes 52 68 No 28 12 4. Do you think you will improve your English vocabulary better by looking at the visual aids when you are discussing a topic? Yes 46 67 No 34 13 5. Should visual aids be used and taught regularly and variously in classes Yes 48 66 No 32 14

Captain John Smith Is Successful Than John Rolfe :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Captain John smith was more important to the success of Virginia by 1630 then John Rolfe.. Like many famous heroes, John Smith was feisty, abrasive, self-promoting, and ambitious. He was an experienced soldier and adventurer, the man who boldly went out and got things done. If not for him, the colony may have failed at the start.   Ã‚  Ã‚  Ã‚  Ã‚  John Rolfe is best successful for having introduced tobacco as a commercial crop to Virginia colonists. The production of this valuable commodity shaped the future development of the colony and provided an economic incentive for future expansion and settlement of the New World. Rolfe is best remembered of his marriage to Pocahontas. This marriage brought a much-need period of peace between the Indian and the colonists until Powhatan’s death. But John Smith was more successful then John Rolfe because of the myths he himself created. Smith promoted the Virginia company’s interests in the New World and he provided the leadership necessary to save the colonists during the early years of the settlement. Although many of his narratives seem boastful and swashbuckling, his accounts were intended to lure adventurous new settlers to Virginia.   Ã‚  Ã‚  Ã‚  Ã‚  When the colonist suffered harsh winter, lack of fresh water, and the spread of disease made in Jamestown difficult for the settlers. Attacks by the native Indians, hoping that the settlers would give up and leave, raided their camps, stealing pistols, gunpowder, and other necessary supplies. Captain John Smith stepped forward as the leader of the colony when it became apparent that the council of seven was ineffective. He led expeditions into the interior and traded with the Indians for corn. In 1607, Smith and several other colonists left the fort to explore the local area. Unfortunately they ran into an Indian hunting party and were promptly captured by the Indians. Smith was treated kindly and a great feast was prepared in his honor. When Smith was not well received in Jamestown, Captain Christopher Newport and Gabriel Archer had assumed leadership during Smith’s absence and the colonists still suffered from a lack of food and proper shelter. Smith soon escaped from the tension of the fort and proceeded to explore the Potomac and Rappahannock rivers and the Chesapeake Bay during the summer of 1608. His explorations of Virginia were later complied in his Map of Virginia.   Ã‚  Ã‚  Ã‚  Ã‚  Due to bed government, Smith was eventually elected president of the local council in September 1608.