English-language learning experience Essay Example | Topics and Well Written Essays - 2000 words

English-language learning experience - Essay Example For instance, beginning at the junior high-level students were required to wear school uniforms that consisted of navy blue slacks and a button-down shirt with an emblem of my school’s name Iwaki Koukou on the front. Other regulations consisted of restricting hair length and how much money you could spend on snacks. I even recall having a teacher confront me because my socks weren’t regulation colors. The school week ran from Monday-Saturday and only included a month off for summer break. The large emphasis on regulation and education, with students attending school nearly year round, and the popularity of after-school lessons, resulted in many of my classmates losing interests in lessons and a notable majority skipping school altogether. The strict guidelines weren’t confined to only student conduct but also permeated the nature of lessons and the ultimate goals for education. Differing from the United States, entrance to Japanese high schools are determined on an acceptable basis and it seemed that many of my courses in middle school were geared towards cramming in as much information as possible so students would pass their entrance examinations. The English-language textbook we used was called New Horizon and it focused on grammar and vocabulary lessons, with different characters from around the world – there was a Canadian and an Australian in the book who would converse with Japanese learners. It contained a different lesson for each of the three years of chugakko.

'Discuss the geochemical cycle of the element sulfur' Essay

'Discuss the geochemical cycle of the element sulfur' - Essay Example Sulfur occurs in nature and it is also present in coal, crude oil, natural gas, oil shale and many other minerals. The most abundant of all sulfur is a compound of sulfur and iron called pyrite. Sulfur cycle is a major biogeochemical cycle of significance to climate and life on the planet earth. Living things require certain safe, low levels of this nutrient. It is an essential component of proteins and amino acids. All plants and animals require small amounts of sulfur to live. Plants obtain sulfur form soil. Many foods from plants including cabbage, onion, and soybean flour are rich in sulfur. Methionine a substance required in the human diet also contains sulfur. It is also present in the foods such as eggs, dairy products and meats. In nature sulfur exists in various forms such as elemental sulfur, sulfides, sulfites, sulfates, oxides of sulfur, etc. However the majority mainly occurs in the form of elemental sulfur, sulfides and sulfates. Early earth ecosystems with well developed sulfur cycles thriving in environments receiving reduced sulfur gases (and H2) from the mantle. Such environments might include recirculating hydrothermal systems as found in areas of ocean crust formation and places of active terrestrial volcanism. These environments were likely thermophilic to hyperthermophilic with primary production occurring by anaerobic photosynthesis when light was available. In the absence of light, organic matter production occurred by chemolithoautotrophic metabolisms utilizing H2 as the electron donor and oxidized species such as elemental sulfur (forming H2S) or carbon dioxide (forming methane) as the electron acceptors. Organic compounds were oxidized by the reduction of elemental sulfur and sulfate (chemoheterotrophic metabolisms), as well as by the fermentation of acetate, producing methane. Elemental sulfur was produced by the reaction between H2S and SO2, while anaerobic photosynthesis was an important source of sulfate. The evolution of

Cows On Parade :: essays research papers fc

Cows in the City.   Ã‚  Ã‚  Ã‚  Ã‚  Chicago – the Windy City†¦ Famous for its skyscrapers and the Magnificent Mile, this summer Chicago was embellished by a new landmark, or landmarks to be more exact. Nearly 300 cows have found a temporary home in the streets of downtown and its buildings. This extensive public art project, organized by the Chicago Public Art Program , commemorates the city’s industrial history, while bringing a sense of community and beauty to Chicago’s citizens and tourists. In this â€Å"parade†, every cow is full of meaning as well as artistic value. Although many might argue, I, to the contrary, would like to applaud the City of Chicago for the implementation of this great project.   Ã‚  Ã‚  Ã‚  Ã‚  This project’s idea was brought to Chicago by Peter Hanig, after he saw a similar project in Zurich. From the North Michigan Avenue Business Association, the â€Å"cow† idea found its way to the Department of Cultural Affairs . This is how it all started. Sponsors commissioned artists, and the cows were on their way.   Ã‚  Ã‚  Ã‚  Ã‚  It is difficult to make a clear statement of whether the sponsors were trying to advertise using the cows or just participate selflessly in this magnificent â€Å"parade†. Some cows, such as â€Å"Give the Lady what She Wants† with shopping bags on its back is obviously nothing other than advertising for the Marshall Field’s & Co., the cow’s sponsor. The same can be said for the â€Å"Mooving Eli†, near the Eli’s Cheesecake, which also doesn’t disguise its advertising nature. Some people are disgusted to call this form of advertising a public art program.   Ã‚  Ã‚  Ã‚  Ã‚  However, it is not completely fair to blame sponsors for wanting to use the cows for their own benefit. If cows were bought with tax money, then this issue would become really controversial. Many people, with whom I will tend to agree, understand that although some cows are used for advertising, there are many cows that actually beautify and enrich the city of Chicago by their presence. One of the examples is the â€Å"Stampede† cow, near the historic Water Tower. This cow achieves an incredible much in terms of promoting the city and is a true example of a public art figure that celebrates the city’s diversity of events. This cow is painted with images of Chicago’s celebrations, such as the â€Å"Taste of Chicago†, the â€Å"Venetian Night† and the air show. It is mostly delightful to see a smile on little children’s faces as well as the faces of adults. Cows On Parade :: essays research papers fc Cows in the City.   Ã‚  Ã‚  Ã‚  Ã‚  Chicago – the Windy City†¦ Famous for its skyscrapers and the Magnificent Mile, this summer Chicago was embellished by a new landmark, or landmarks to be more exact. Nearly 300 cows have found a temporary home in the streets of downtown and its buildings. This extensive public art project, organized by the Chicago Public Art Program , commemorates the city’s industrial history, while bringing a sense of community and beauty to Chicago’s citizens and tourists. In this â€Å"parade†, every cow is full of meaning as well as artistic value. Although many might argue, I, to the contrary, would like to applaud the City of Chicago for the implementation of this great project.   Ã‚  Ã‚  Ã‚  Ã‚  This project’s idea was brought to Chicago by Peter Hanig, after he saw a similar project in Zurich. From the North Michigan Avenue Business Association, the â€Å"cow† idea found its way to the Department of Cultural Affairs . This is how it all started. Sponsors commissioned artists, and the cows were on their way.   Ã‚  Ã‚  Ã‚  Ã‚  It is difficult to make a clear statement of whether the sponsors were trying to advertise using the cows or just participate selflessly in this magnificent â€Å"parade†. Some cows, such as â€Å"Give the Lady what She Wants† with shopping bags on its back is obviously nothing other than advertising for the Marshall Field’s & Co., the cow’s sponsor. The same can be said for the â€Å"Mooving Eli†, near the Eli’s Cheesecake, which also doesn’t disguise its advertising nature. Some people are disgusted to call this form of advertising a public art program.   Ã‚  Ã‚  Ã‚  Ã‚  However, it is not completely fair to blame sponsors for wanting to use the cows for their own benefit. If cows were bought with tax money, then this issue would become really controversial. Many people, with whom I will tend to agree, understand that although some cows are used for advertising, there are many cows that actually beautify and enrich the city of Chicago by their presence. One of the examples is the â€Å"Stampede† cow, near the historic Water Tower. This cow achieves an incredible much in terms of promoting the city and is a true example of a public art figure that celebrates the city’s diversity of events. This cow is painted with images of Chicago’s celebrations, such as the â€Å"Taste of Chicago†, the â€Å"Venetian Night† and the air show. It is mostly delightful to see a smile on little children’s faces as well as the faces of adults.

Economic Conditions Essay -- essays research papers

To analyze an economy, certain statistics can be used to predict the economy’s future. This is important because it helps prepare people for prosperity or hard times. Certain indicators can be used to determine the future of aggregate demand and others can be used to determine aggregate supply. Using eight aggregate demand indicators and four aggregate supply indicators we developed a prediction for the economy in the near future. Changes in aggregate demand are reflected in changes of GDP. To find valuable indicators of the future aggregate demand is to find statistics that tell about change in the components of GDP (C+I+G+Nx). Aggregate supply is influenced by the costs of production to producers and the advent of new or better factors of production and technologies. The indicators we chose as meaningful are also ones used by the Federal Reserve to determine interest rates, automatically validating them as important. The trade deficit is one of the aggregate demand statistics. It shows the balance between imports and exports of the United States. This is the Nx part of GDP. Recently imports have risen while exports have remained constant, making the trade balance more negative and draining GDP. Consumer Confidence is an important indicator of GDP. This is an index created to reflect the sentiment of consumers and how likely they are to spend. This is the C in GDP. The index of Consumer Confidence has fallen for a fourth month in a row and is at a four year low. This sharp...

Gate log system using rf-id reader

Chapter oneGATE LOG SYSTEM USING RF-ID READER1.1 What is RFIDShort for wireless frequence designation, RFID is a dedicated short scope communicating ( DSRC ) engineering. The term RFID is used to depict assorted engineerings that use wireless moving ridges to automatically place people or objects. RFID engineering is similar to the saloon codification designation systems we see in retail shops everyday ; nevertheless one large difference between RFID and saloon codification engineering RFID does non trust on the line-of-sight reading that saloon codification scanning requires to work. 1.2 Why RFIDIn an progressively disconnected, regulated, and unsure universe, Texas Instruments ‘ ( TI ) RFID engineering gives concerns, authoritiess, and consumers a safe, private, and unnoticeable manner to maintain path of it all. Consumers benefit from shorter lines at check-out procedure counters, in infirmaries, libraries, and gas Stationss because RFID fast-tracks them to the forepart of the waiting line. They can besides profit from lower monetary values because of the efficiencies RFID brings to the supply concatenation. Business and establishments are turning to RFID engineering as they comply with authorities product-tracking ordinances, seeking to restrict larceny, cut down out-of-stock losingss, strengthen trade name trueness, and do interaction with clients a more positive experience. RFID is a mature, exhaustively tested engineering. In most RFID applications, the period of tests, proving, and economic feasibleness surveies is over. Large-scale RFID system rollouts are underway. 1.3 RFID Application OverviewThere are about as many RFID applications as there are concern types. Titanium has established a leading place in these basic classs:Automotive– Auto-makers have added security and convenience into an car by utilizing RFID engineering for anti-theft immobilizers and passive-entry systems.Animal Tracking– Ranchers and farm animal manufacturers use RFID engineering to run into export ordinances and optimise farm animal value. Wild animate beings are tracked in ecological surveies, and many pets that are tagged are returned to their proprietors.Asset Tracking– Hospitals and pharmaceuticss meet tough merchandise answerability statute law with RFID ; libraries limit larceny and maintain books in circulation more expeditiously ; and athleticss and amusement enterprisers find that â€Å" smart tickets † are their ticket to a better underside line and happier clients.Contact less Payments– Blue-chip companies such as American Ex press, Exxon Mobil, and MasterCard use advanced signifier factors enabled by TI RFID engineering to beef up trade name trueness and encouragement gross per client.Supply Chain– WalMart, Target, BestBuy, and other retail merchants have discovered that RFID engineering can maintain stock lists at the optimum degree, cut down out-of-stock losingss, bound shrinkage, and velocity clients through check-out lines.About from the beginning, TI was there: assisting set up criterions ; back uping the RFID supply concatenation of inlay and label makers ; and systematically using leading-edge semiconducting material engineering to the nucleus of RFID, the transponder. 1.4 Why this undertaking is of importWhat we are be aftering to make is a gate log system based on the new engineering which is the RF-ID READER, the user will hold a CARD that will let him to come in the gate, when he acquire near to the gate the receiving system will observe the card and read the informations stored on the card wirelessly by mean of the rf-id reader. The microcontroller on the receiving system will read the informations from the RF-ID reader and if the user is allowed to come in the microcontroller will give the signal to open the motor ( gate ) .else a message will look on the LCD and the motor will non open. An of import portion of our undertaking is the Personal computer interfacing so all of the operations and the event will be displayed on a log tabular array. 1.5 System block diagram: –The chief constituents that will be usedmovie microcontroller ( pic16f876A )DC-motor ( little motor for simulate open/close )Consecutive interface bit ( this bit will manage the electromotive force degrees between the microcontroller and the personal computer )RF ID-readerH-bridge this is a will known circuit which have two inputs from the microcontroller to drive the motor clock wise or counter clock wiseLCD ( liquid crystal show ) that will be used to expose the user figure and any coveted notes such as ( non known user )1.6 Features that leads to take ID-12d as the rf-id reader for this undertaking:It requires 5V supply ( it can be supplied from the same supply as movie )125kHz read frequence ( compatible with most sorts of releasing factor cards )EM4001 64-bit RFID ticket compatible9600bps TTL and RS232 end product ( can be connected straight to pic microcontroller utilizing the usart faculty )100mm read scope ( good reading distance )1.7 Method of operationThe end product of the rf-id reader is consecutive which will be connected straight to pic microcontroller, when the reader detects any rf-cards in scope it will read it and direct the ruddy informations ( 64-bit ) serially, the microcontroller will have those bytes and hive away them in a twine, so it will compare whether this Idaho is existed or non, this action will be displayed on the liquid crystal display. If the user is allowed to come in the gate so the microcontroller will publish the bid to the h-bridge to open the dc_motor, wait certain clip so publish the shutting bid. Besides the microcontroller will direct the information to the personal computer ( serially ) to be stored in a log tabular array Needed packagemikrobasic compiler, this will be used to compose the codification for the microcontrollerocular basic.NET, this package will be used to compose the plan that will have the information from the microcontroller and show it on a tabular array.

A Research About Reasons Make People Not Learning English Easily Essay

I researcher paper submitted in partial fulfillment of the requirements for the course 2010-2014 Submitted by: Nguy? n Th? Ng? c Mai Instructor: D. A Nguy? n Thanh Tu? n Ho Chi Minh City, December, 2012 Foreign Language Faculty, Hong Bang University Contents Chapter 1: Introduction3 Chapter 2: Literature Review51. 1 What is Vocabulary? 51. 2 The real situation of learning English nowadays61. 3 The importance of Vocabulary61. 4 Word Poverty71. 5 Vocabulary Development8 Chapter 3: Methodology111. 1 Subject111. 2 Research Procedure1113. Sample Selection111. 4 Sample Techniques121. 5 Data Collection121. 6 Reliability and Validity12 Chapter 4: Discussion141. 1 Figure 114 1. 2 Figure 2151. 3 Figure 3161. 4 Figure 4171. 5 Figure 5181. 6 Figure 619 Chapter 5: Conclusion20 References22 Questionnaire23 Chapter 1: Introduction Many people learning English as their second language have the same problem. What is the reason why they cannot remember the word that they used to know or read before when they need it? Why? Although you learnt it and it may be not a very hard word to recognize, you still cannot be able to speak that word out or write it down. It seems disappear mysteriously and never exists in your head. â€Å"Vocabulary is a very important element within a language as the overwhelming majority of meaning is carried lexically. There are certainly other elements such as: grammar, stress, rhythm, intonation, tone of voice, pauses, hesitations or silences, not to mention the use of non-vocal phenomena: kinesics and proxemics features† (Rosa M. ). In my point of view, we cannot learn any languages without knowing the vocabulary of it. It is obviously that how we can express our statuses, our feelings and how we can communicate with no word even in speaking or writing. In 1990, Mc Carthy stated, â€Å"no matter how well the student learn the lessons grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way. † (L2-second language). Therefore, to find problems of being difficult to use vocabulary is one of the most necessary things to solve. Although the other factors are also important, vocabulary is definitely the first section which must be done well for learners. You must have been embarrassed at least once and felt stuck when you cannot speak the L2 word out in public. So you have to replace it to another word that is not as excellent as the one before. It’s all because you didn’t remember that word. After reading this material, you will discover causes and solutions to defeat your vocabulary weakness. In general, the â€Å"Solution for Using English Vocabulary in Speaking and Writing† is completely useful for all high school students and nonprofessional English university students. However, the other university students can also apply this research in their study. As everybody seems to underestimate learning vocabulary, we usually think just learn by heart and understand new words, that’s enough. But it is wrong! Nowadays, when the standard of life is more and more increasing, people pay less attention into worrying about what to eat or what to wear anymore, conversely, they have turned to worry about their knowledge. Particularly, parents who want their children have the best education at school and they always attempt to do it, so learning second language should be a typical example of this tendency. Many years ago, Vietnamese started learning other languages like Chinese, French and above all others was English. Nevertheless, it was not popular as present and learners mainly taught themselves studying. Thank to modernization, newly imported cultures of foreign countries, we have more chance to approach and adapt it how to it becomes our advantages. Therefore, the government is trying to make L2 become a criterion for citizen to raise our country’s position higher in the world. For that reason, learning other language is very essential and vocabulary should merely be taken heed the most. Lacking awareness about vocabulary importance is actually one main cause making us feel bored and hard to learn. Almost students hate that they have to learn by heart every single new word and then they forget for a while. Because teachers also force them learn grammar by heart more, but require them to be good at both, just learning and learning, they don’t have time to acquire what they have just learned. During the research process, I made a study of this and realize that there are more different methods to teach a student improve his or her learning skills. This will help us evaluate our ways to learn from the past until now, to find out which is good to develop it more and which is bad to stop and to erase from our habits. Students in Viet Nam are almost good at grammar, yet they always feel they can’t speak or write their L2 frequently. Therefore, this research aims to a very cause – vocabulary. After you improve your vocabulary knowledge, it is for sure you won’t never fear this problem anymore. However, in spite of the importance of this element, vocabulary is often the least systematized and the most neglected of all the aspects of learning second language. For that reason, why do people underestimate vocabulary the English element? And How to change this thought of learners to improve their speaking and writing skills? Chapter 2: Literature Review Before we start finding the efficient ways to use vocabulary in speaking and writing, we need to clarify some questions, find out the main reason to solve it totally and then we will be better at these two skills. What is a vocabulary? According to the Collins Cobuild English Language Dictionary (1989: 1629), â€Å"the vocabulary of a language is the total number of words in it† and in the Oxford Advanced Learner’s Dictionary (New Eighth Edition, 2012: 1722), â€Å"vocabulary is all the words that a person knows or uses†. About word, it is defined, â€Å"a single unit of language which means something and can be spoken or written. † Some people misunderstand between vocabulary and word, they think they are similar, but actually not. To simplify those definitions, we can understand that vocabulary is all of the words we know and use to communicate effectively. Some of them we use in speaking or learn from reading books, some we regconise when listening from the others. There are two types of vocabulary: A. Use vocabulary (active vocabulary): words you can remember and use easily. Students learn vocabulary indirectly when they hear and see words used in many different contexts, for example, through conversations with adults, through being read to,†¦ B. Recognition vocabulary (passive vocabulary): words you knew in advance but for some reasons, it’s hard to spell or to pronounce correctly, and you need something remind. Students learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies. In fact, the use vocabulary is as large as your recognition vocabulary and when you speak or write, you do not use as many words as when you recognise it from hearing and reading at all. This is information which tells us that if we can draw the recognition and the use one together, how remarkably our speaking and writing are improved! The real situation of learning vocabulary nowadays As a student, the researcher has been through many years at school, most vocabulary I learned and varied were from English textbook (grade 6 to grade 12). However, I actually could use half of them in practising and all of my friends were the same with me or some were even worse. According to Beck & McKeown in 1991, â€Å"Early vocabulary researchers reported figures ranging from 2,500 to 26,000 words in the vocabularies of typical grade 1 students and from 19,000 to 200,000 words for college graduate students. † And in two decades ago, there was considerable consensus among researchers that students added approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies (Anderson & Nagy, 1992; Anglin, 1993; Beck and Keowm, 1991; White et al. , 1990). At the present time, the vocabulary size of each student must have increasing that figure more and more thanks to the help of modern technology. This is right and wrong. Although students have varied their vocabulary greatly but they are hindered partly by tissues such as types of vocabularies being considered (e. g. active and passive vocabulary). Moreover, students have more subjects to study and to be good at all that subjects either. They do not only learn by heart other subjects’ theories but they also have to acquire an amount of vocabularies and grammar structures which are their second language. Therefore, learning vocabulary may become a burden for almost students and they will be bored with foreign language’s lessons. The importance of vocabulary Everybody knows vocabulary knowledge plays an essential part to have a good basement when he or she learns a new language. Because it is obviously that without a basic amount of vocabulary, you cannot study language of any country well even if you are really good at its grammar. In 1997, Ellis stated, â€Å"knowing the words in a piece of discourse facilitates understanding which in turn allows the grammatical patterning to become more transparent. However, course books and teachers try to focus on grammar and make it become more important than the other elements. Additionally, foreigners can catch your speech with an imperfect grammar and an enough known vocabulary. But not many people get this point, they try to study hard in grammar skill, as the results, there are many people who learn vocabulary, still underestimate t he importance of it. â€Å" Students need both of a great many words in their vocabularies and the ability to use various strategies to establish the meaning of new words when they encounter them† (Fran L. Jean O. and Elfrieda H. ) Knowing a lot of words is good but not enough, all of it will be useless if you can’t be able to use it appropriately and effectively. Think about some practical cases like when you want to write or speak an interesting sentence in your writing or your speech and you try to find the best word to apply in that sentence because you can’t find out or can’t remember it. Cannot find it out: you didn’t know that word; Cannot remember it: you are lack of ability to use it immediately. Even if your rammar structure of this sentence is excellent, do not have vocabulary it still have nothing. As McCarthy stated, , â€Å"No matter how well the student learn the lessons grammar, no matter how successfully the sounds of L2 are maste red, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way. † Mc Carthy is the author who did many researches about the importance level of vocabulary, and this status above surely prove that â€Å"words of L2† is the most necessary element for every learners. Thus, I believe that we should raise the awareness of students about the importance of vocabulary. And then when students aware by themselves, they can easily improve this element and have their own motivation to learn how to use it in any situation effectively. Word Poverty – Main reason causing difficulties in our speaking and writing A. Word poverty: Researcher Louisa Moats refers to the gap in word knowledge between advantaged and disadvantaged children as â€Å"word poverty†. In her study of the language abilities of kindergarten students in a large city district, Moat found that many children were unable to name pictures that showed the meanings of words such as sewing or parachute. (Moats, 2001) It is clear that learning vocabulary is not just about memorizing lists of words, but it also depends on methods of each learner so that they will be good or bad at their study. For that reason, vocabulary is a main root of a studying new language process, if the root is not healthy and weak, its tree-truck definitely will be wheeling and underdeveloped. It is the same with learners who are easily distracted or they approach their second language in a wrong way. Like the research above, children and students learn a numerous new words everyday but when they are asked about any word of their vocabulary knowledge, they may not remember it. Most cases have started in learning vocabulary which is the first important mile, there have different levels to divide learners into different types of Word Poverty. B. Level 1 – inappropriate vocabulary: using vocabulary incorrectly in given situations such as speaking or writing. This level is not too bad, those students have relative knowledge of vocabulary. However, English is a various language for learners to totally understand and acquire it, it is very difficult to get all principles of it. Therefore, in some circumstances, learners can make mistakes and apply the word in wrong position. For instance, â€Å"right/left† are normally used for indicating direction, but these words will not be appropriate on a ship, according to the Nautical Terms, â€Å"right/left† must be â€Å"starboard/port†. Level 2 – wrong level of formality. This common error can occur to any learner. We usually use conservational English in spite of academic English in formal situations, because it’s hard for us to choose right words to apply our utterances or our speeches. An typical example is â€Å"sit down† in informal situation and â€Å"be seated, ladies and gentlemen† of formality. Level 3 – meaningless vocabulary. There are some learners use words in a sentence improperly for two reasons. First, they translate it word to word by their mother tongue; second, they misunderstand its meaning without looking up in dictionary. The worse things are wrong grammar forms, wrong spelling or pronunciation. Word poverty will affect your speaking and writing very much if you don’t change this now. Lack of vocabulary or using it illogically obviously will make your speech or your writing underestimated. Vocabulary Development Building vocabulary is a powerful way to enhance your life and career. Because â€Å"words may be learnt or taught because they are seen to be of special relevance to particular situations in which the learner finds himself, or might find himself†, according to Wallace (1988: 16). 1. How to improve and expand vocabulary of your own. There are many ways helping you develop your vocabulary knowledge. Nevertheless, because of so many methods and so much direction which make you feel confusing to choose, in this research, I gladly give you the most six effective approaches to enhance your vocabulary. 1. Keep Learning New Words This is the great technique which many people use to develop their vocabulary knowledge. You must have known about the technique, it has one only rule: have to learn at least a word a day. Thus, if you count these numbers of words you have learnt over a years, it will support you a lot of words. Moreover, you will be more responsible for your study. a. In the book Learning English Effectively, Nguy? Tho Sinh M. A in Bowie State University, Maryland gives us a very new ways to learn vocabulary which bases on the traditional one. He named it Percentage Formula, this method emphasizes that although there are a great amount of new words you try to learn, you also forget some of the so many words. Main reason is your brain always discounts some percentages of the total vocabulary you have just learnt. Do not believe in the ability of memorizing of your brain totally, but cooperate with it wisely. For example, you learn 10 words a day, if you forget 20% of them, you will remember 8 words. With someone learns 15 words, if he forget 15%, he still remain 10 words. Compare with the one who learn 10 and who learn 15 words, you can realize that the more new words we learn, the less words we will miss due to the discount of your brain. Similarly, if you learn 20 and forget 40%, you will remember 12 of those words; when you try to learn 30 or 40 words per day and you may even loose 50 or 60%, you still get 15 and 16 words in your memory. b. Keep a vocabulary notebook of your own is also a good way to learn new words. Wherever you are, if you suddenly discover a strange or interesting word, you can write it down in you notebook. Obviously, you must decide what words to put in and what to say about them. Should you translate them, give definitions, give grammatical information? The decision is yours. † (Jeremy and Richard, More Than Words). 1. 2 Independent Learning This technique is probably the most efficient for learners in their long run of studying a new language. Be cause it is sure that we are always apply what teacher taught us effectively, sometimes what we are self-learned is more easier for us to apply. Vaila Goodridge suggested five ways to study vocabulary in context: Jigsaw Readings, Guessing Meaning, Narrow Reading, Conversation, Concordance Lines. These are suitable ways to improve your vocabulary knowledge at home. He also noted that Repetition is really important for learners to do some activities so that we can remember the new words for a long time. 1. 3 Use Various Techniques (Multiple Techniques) There are some techniques such as dictionary work, word unit analysis, mnemonic devices, semantic elaboration, collocations and lexical phrases, oral production. However, if you think these ways are too complex to apply in your study, Entertainment is also a tool for both studying and relaxing, you can learn vocabularies by foreign films, songs, games†¦ reading famous ovels or books can expand your new words a lot. 1. 4 Take Full Advantage of Dictionary As normally, we use dictionary to look up a new word, but it is not enough for taking full advantage of it. You must have your own dictionary which depends on your currently English level. Then circle the words you look up and it is necessary to read the entire for the word you will check. One more thing is Be Aware of Words. Some people read a lot to expand their vocabulary knowledge, but they are told having a small amount of vocabularies. It is because you are not really aware of the new and hard words when you read, so you skip it. This will not give you a good result although you have been reading all the time. 1. 5 Motivation This definition is quite abstract but very essential for learners who are studying a new language. The most important factor is a successful vocabulary building tool. It is clear that without motivation, your work will not be done well or if the work can be completed, it absolutely will have no effect. Thus, when you determine what your purpose and your motivation are, I know you can enhance your vocabulary as far as you want. Vocabulary is totally an essential part of learning English. Thus, when students can control and keep expanding their knowledge of it every day, there is no door to be less confident of practising Speaking and Writing skills anymore. Chapter 3: Methodology Subject: It is junior high school students, and university students who don’t major in English. They are almost good at grammar but lack of vocabulary which is the main reason why they can speak and write English well. These learners are the very important human resources of our country in future and their second language is good or not which will affect their future jobs very much. Therefore, I made up my mind to choose them are my objectives. There has the same character about the research’s subjects, that is almost them take care of their second language – English. Research procedure: After observing and discovering weaknesses of students about their second language-English in general. Particularly in newspaper, television news, social network pages,.. and by my friends, my acquaintances. I realized a big gap of learning English which is underestimated by most students, vocabulary knowledge. Then, I made a research and collected information about this problem from books, Internet, statistics †¦ As a result, I decided to survey a number of students in my area, Th? D? district, Hi? p Binh high school and another number of nonprofessional English students in H? ng Bang University. Because these two subjects are familiar to me, they are also easy for me to survey and analyze my research. After I had the result of what I had studied, I found main reasons causing difficulties for students when they write or speak English. By particular numbers and statistics I surveyed, it proved what I had mentioned before is right. Next, I drew all information from the materials and my own experiences together, then, I made a list of tips for learners to use vocabulary more effective in speaking and writing. Sample selection: The sample technique I used to support my research is Stratified Sample. As I aimed at the subjects of my research who are high school students and nonprofessional English students in university, I decided to choose my school, H? ng Bang University and Hi? p Binh high school which I used to study at in order to carried out my research. In H? ng Bang University, I focus on faculties taking more interest in learning English such as business administration, information technology, finance banking, foreign relationship. In Hi? Binh high school, I made a survey with advanced classes and normal classes. Sample techniques: Stratified Sample method which is dividing the population into subgroups and then randomly selecting from among these subgroups. In this direction, I followed two important criteria, materials and method. My primary materials I used to support the research are my computer with Microsoft Excel, I chose this software to help me draw diagram more exactly an d clearly; a questionnaire I made by myself with eight questions; a mathematical model is my calculator; especially is my real subjects, the students at school, ithout them, my research paper would be meaningless and valueless. Data collection: Through a process, I collected much information and I did surveys by myself which I use to support my research. Therefore, my data has a clear origin and it is valuable. The way I selected and collected my data is quite simple. After searching for many sources related to my topic, I went on carrying out some analyses by questionnaire, tests, observation,†¦ in order to make clear problems and find the best solutions for it. The locations where took place my surveys were H? g Bang university and Hiep Binh high school. Consequently, almost all objectives take their interest in my research (94. 4%). There are more than 75% who also agree the main reason causing difficulties in their speaking and writing skills is Lack of Vocabulary. And ther e are more than 80% people think their two skills will be nearly perfect if they improve the vocabulary knowledge. Reliability and Validity: My research paper is mainly for high school students and nonprofessional English students at university, but it can also inspire the other levels of learners. First, the validity of my research’s results and applicability is suitable and general for every learner because its particular objectives are just a manner so that I can take more focus on and narrow my topic. For that reason, there is not only high school or nonprofessional English students can approach this research, but there are also appropriate for secondary students or advanced English students whoever has the same trouble at his speaking and writing skills. Second, this is an issue of our national education now. When students are very good at English grammar and others elements, but they cannot apply it on practice and real situations. So the research will be useful for numerous learners in our country, and it will help them a good direction in their studying. About the reliability, I make sure that my research paper is trustworthy. Because I did it by my best and my real ability. Sources, books, websites, and surveys are on the research which proved that it is totally from my studying process. Finally, if you depend on the results and the capability, you will realize my new ideas and easily apply in reality. Chapter 4: Discussion Obviously in English, speaking and writing is two factors which every learner want to be good at the most. However, to be master these factors, there are some elements that the learners must control well like vocabulary, pronunciation, grammar†¦ and the result below will show you what high school and nonprofessional English university students think about their two skills. [pic] With the question, ‘Are you good at these two skills? † (speaking and writing skills), the majority of students choose â€Å"so so† as their final answer. There are 66,7% high school students and 50% university students who feel they are at average of speaking and writing English. Especially in the â€Å"yes† button answer, there are 25% high school students think they can control these skills, in the contrary, no university student is confident that they are good at both. You can see in the diagram, half of university students are so so and the other half totally think they speak and write English badly. Meanwhile, there are just 8. 3% high school students less confidence of speaking and writing English. What is the reason why they cannot remember the word that they used to know or read before when they need it? Relating to the result above, the very annoying trouble which students meet is they are usually stuck when speaking and writing English sentence because of not knowing how to describe it by vocabulary. [pic] There are 83,3% High school students and total nonprofessional English university students admit their weakness. However, some high school students can overcome this difficulty with 16,7% of them. The first and second diagram can be explained the reason why not all students easily say they are good at Speaking and Writing skills but half of them think they are ‘so so’ and there are even worse because of 50% say-no university students. The cause is only for lacking Vocabulary. Majority of students choose they are not good yet not really bad at these skills because they have learned English, they know about grammar and some rules of it but lack of words makes them lessen their confidence and also feel hard to practice the skills. With the big number of nonprofessional English university students, ho entirely answer ‘no’ toward being good at Speaking and Writing skill, because there are many factors effecting them at the high education school – university. Vocabulary knowledge is an essential element of learning this foreign language but there are more other fundamentals they need to concern either. At this position of university students, they re alize grammar and rules that are just a part not whole learning English. Next diagram and statistical numbers below will show the elements effecting learners when they study English. pic] There are five main factors in learning English, they are Vocabulary, Grammar, Pronunciation, Stress, Intonation and some extra features. At the first sight, we can find out the strongest influent element which was chosen by students at high school and University, that is Lack of Vocabulary. With 75% and 88. 9% of high school and university students’ choices, this percentage shows that almost students are aware of their knowledge of vocabulary. They know and understand about the element effects on their English studying time, because Vocabulary is the most basic thing when you learn a language. It is clear that Vocabulary is as a basement and foundation for each learner to have a stable process, if not the process will be very breakable. Therefore, every student should build their strategy of improving the Vocabulary knowledge right now. It is not too difficult, conversely, all the words will be naturally and easily acquired, as Wallace said, ‘words may be learnt or taught because they are seen to be of special relevance to particular situations in which the learner finds himself, or might find himself. ’ The next factor students take care of is Pronunciation. This absolutely relates to Vocabulary, when you learn by heart a new word, you should make sure about its meaning, synonyms, stress and especially is Pronunciation. However, some people usually miss this step so it will obstruct them in the future. There are 16. 7% High School students and 38. 9% university students agree with this point. About Grammar, a number of students think it have a an effect on learning English is not a few, 25% of high school and 33. 3% university chose this element. Beside three factors, Stress and Intonation have the same percentage of choices from students, there are 16. % in high school and 33. 3% in university. Additionally, some high school students said they also have other reasons which weaken their speaking and writing skills, that is lacking time and to be more in practice. Thus, there will be a question: Why do most people underestimate vocabulary the English element? The answer is their teacher taking much more focus on Grammar structure than oth er English elements. [pic] Nearly all students at High school and university admit of this mistake which belongs to Vietnamese teachers. With 77. 2% high school students and 83. % nonprofessional English students chose the answer – Yes are evidents for teaching wrong English at school and bad influence to their study process for a long time. As a result, students are so familiar with the style of learning which they have been taught from their teachers is attaching special importance to Grammar only. This seriously affects University students who are at the age need to use and practise English most. These remaining students, who don’t think their teachers take more focuses on Grammar, are only 27. 8% of high school and 16. 7% of University. However, the mistake of teaching was happened until few years later of the twenty-first century when Viet Nam, our country had not been adopted many other English teaching approaches. For this reason, there were a lot of Vietnamese teachers, who taught English, had only one method to educate their students – the Grammar-Translation Method. Fortunately, when this time of teaching style are narrowing, teachers and students have much more new choices to teach and learn English such as the Direct Method, the Audio-Lingual Method, Total Physical Response, Communicative Language Teaching, etc. Because the Grammar-Translation Method just focuses on Grammar but takes less intentions to others factors of English, teachers has to follow the principles of this approach ( Diane Larsen, 2000). This can be considered and answered for the research questions of Chapter 1 as the very first cause making learners underestimate Vocabulary the English element. How to change this thought of learners to improve their speaking and writing skills? There is a very important solution educators must immediately put on action, this is balance teaching and studying time of the English elements equally. Figure 5: The Next Important Elements In Learning English [pic][pic]To response the question, â€Å"Which of remaining factors (except Grammar) do you agree that it is the most important one influencing your English speaking and writing skills? † students at Hiep Binh high school and Hong Bang university randomly agree with Lack of Vocabulary in majority. In the pie diagram, more than a half learners believe Vocabulary is a key component which help they build a steady basement and support to others elements a lot. There are 61. 1% of total Hong Bang’s nonprofessional English students and 58. % of Hiep Binh’s students, this percentage reveals Vocabulary truly plays a essential role in English study of each student. But this feature seems to be neglectful and underestimated by Grammar structures, it is understandable that without Vocabulary, your knowledge of English will be merely at zero level. Therefore, you should take more time to separate the English elements uniformly, so that there is not which of them too bigger than the other ones. Pronunciation is the next choice with 33. 3% and 41. 6% of students, it is less than Vocabulary in university 27. 8% and in high school 16. %. There are some opinions that practice is also a factor making learners improve their English skills. After being good at both Grammar and Vocabulary-the most important English elements, I completely trust that every student can be more confident and more fearless when they use Vocabulary in their conversations and situations in real life. Thus, almost students quickly say Yes and think they will be perfect in English. [pic] Compare with Yes and No columns, we can recognise an obvious difference. These numbers are 83. 3% for students at high school and even 94. % for nonprofessional English students at university who surely believe if they try to improve and expand their Vocabulary knowledge and if this pluses Grammar knowledge which they have been taught well, they will absolutely control all difficulties they met in the past for Speaking and Writing skills. Moreover, these students will be practical perfect in this foreign language – English. Chapter 5: Conclusion Now, desire of being master of Vocabulary knowledge does not belong to minor learners anymore. In addition, the advantages of Vocabulary are very huge for your whole English studying process. Once students are confident of their vocabulary, they will definitely control four skills of English, especially is Speaking and Writing skills. Therefore, the researcher realized this point, then referred books relating and started making analyses. Actually, learning Vocabulary is not only learn by heart all the new words and it is done, but there are many methods to acquire such a numerous number of Vocabulary knowledge more easily. As the researcher present to you all information about Vocabulary, you, the audiences, have found out many tips for your own to improve and expand your knowledge of new words. However, there still have a lot of people who are underestimating this element of English. For that reason, many students admit that they usually feel hard to speak and write an English sentence which can transport full meaning in their mother tongue. Finally, these learners discover what obstructs them, this is amazingly an English factor that is not very important by their thoughts up to now-Vocabulary. Starting at so much complaints from my friends like â€Å"I have ideas in my head but I cannot speak or write them with no trouble, I even forget vocabulary all the time†, the researcher decided to make a research about this problem. From articles, news, books, television shows,†¦ and doing surveys in real community of students, particularly in high school and university. Then collecting results, analyzing and detecting some interesting findings, simultaneously giving audiences familiarity about Vocabulary and techniques to learn it more effectively. Throughout the research procedure, I perceived a big gap in our country’s education about teaching English that is teachers just focus on grammar structures more than other components. This leads students to a bad result when they go to university that is lack of Vocabulary and scare of Speaking and Writing skills, especially in high school, there is a majority of students already meet the problems. Next useful finding the researcher made out is creative ways to study and improve learners’ Vocabulary knowledge. Above all is the Percentage Formula (page 8), which Nguy? n Tho Sinh M. A introduce to audiences totally inspires us in learning Vocabulary. Besides this method, there are more easier ones to study news word without bore such as using multiple techniques, your own motivation, taking full advantages of dictionary,†¦ One more brightly exciting discovery for all English learners is there are more and more people realize the problem of teaching English in Viet Nam, so this is changing their awareness and our national education will be more successful in outlook. For further vision of this research, I suppose that when there is no learner lacking Vocabulary anymore, the next important thing we must follow is raising the international teaching. Because English is the most popular language in the world, no one can deny that Chinese, French or Japanese are also popular but English is still the most appreciated tool for human owing to its easy applicability worldwide. Thus, renewing English teaching approaches more internationally will be the next direction to develop for future research. Additionally, how to educate the remaining people who really do not know about what the second language-English is like the old, the poor and ethnic minority people. This is a very field making every educator reflect on and find out ways to come and fix it. In final, we discovered all causes of obstructing students in Speaking and Writing skills. We ascertained about what you should do right now to improve your English Vocabulary with no bore. We noticed weaknesses of our country education’s teaching second language either. For these results, the researcher absolutely believe in Solution for Using English Vocabulary in Speaking and Writing which will give you a new sight about learning Vocabulary and help you solve your difficulties of this language effectively. As Stahl mentioned in 1999, ‘Our knowledge of words†¦ determines how we understand texts, how we define the way we see the world. References Anderson, R. C. , & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16, 14-18, 44-47. Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, Serial No. 238, 58(10). Beck, I. L. , & McKeowm, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds. ), Handbook of reading research, (Vol. 2, pp. 789-814). New York: Longman. Diane Larsen-Freeman (2000). Techniques and Principles in Language Teaching. Oxford. 15-17. Fran Lehr, M. A, Jean Osborn, M. Ed. and Dr. lfrieda H. Hiebert, A Focus On Vocabulary Kennedy, C. & Bolitho, R. (eds. ) 1984: English for Specific Purposes. London: Macmillan. Jeremy Harmer and Richard Rossner, More Than Words, part A, unit 3, 29. McCarthy, M. 1990: Vocabulary. Oxford: O. U. P Moats, L. C. (2001). Overcoming the language gap. American Educator, 25, 5, 8-9. Nguy? n Tho Sinh M. A, Percentage Formula, Learning English Effectively – H? c Ti? ng Anh Co Hi? u Qu? , 6, 75-76. R. Ellis (1997). SLA research and language teaching. Oxford.

To, Too, and Two How to Choose the Right Word

The words to, too, and two  are  homophones: they sound alike but have different meanings. The preposition  to refers to a place, direction, or position. The particle to is used before the verb in a to-infinitive. The adverb too means also, very, extremely, or additionally. Two refers to the number 2. Its probably the easiest one to remember, maybe because it doesnt look like it should rhyme with to and too. It can be confusing for English language learners, and even native English speakers, to distinguish and use these terms. How to Use To To is a preposition or part of a verb infinitive. For example, The boy went to the store to buy groceries. The first usage is a preposition. It starts a prepositional phrase explaining where the boy went. The second usage is as a particle — that is, to in this use is part of the verb to buy. How to Use Too Too means also or in addition. For example, Did you want to come with us too?That new shirt you bought is too cute for words! In the top sentence, the first to is a particle (as described above); it is part of the verb to come. The word too in the first example means also, additionally, or as well. In the second example, the word too is used as an adverb. It describes, or modifies, the verb cute and means very or extremely. How to Use Two The word two always refers to numerical 2. For example: He had only two cents to his name.There were only two hours to go until the train would arrive. In the first example, the word two describes the number of pennies this person had left. In the second, the word two refers to the number of hours until the train arrived. How to Remember the Differences The confusion between to and too is one of the most common homophone errors in written English, as many people get stuck deciding between them (even native English speakers struggle with it). One easy trick to remember: If you mean to say too as in additionally, very, or also, remember that that word too (also) has more Os than the word to. Think of the extra O as meaning a little extra or additional. To differentiate too from to, look at the sentence without it, and even read it aloud to better engage your ear. Does it still make sense as a sentence? Examine this example: Shes such a copycat, Sondra lamented, because when I went to the store to stand in line for the new phone, she did, too. You can omit the too, and the sentence still makes sense. That is not the case if you remove either of the uses of the word to. You wouldnt say, Because I went ____ the store... or Because I went to the store ____ stand... When you read either phrase aloud, your ear detects a dropped word—as indicated by the blank lines—even if your eye skips over it. The sentence needs the prepositional to, in the first use, in order to show where she went (to the store), and the particle to in order to create an infinitive verb, to stand. Additionally, you can tell whether you need to or too by substituting the word also also. In the above example, you could say: Because when I went to the store to stand in line for the new phone, she did, also. This sentence still makes sense when you can swap out also for too. It would not make sense, however, to replace either the prepositional use of to (to the store) or the particle use (to stand), with the word also, as in: Because when I went also the store also stand in line for the new phone, she did, too. Clearly, you need to word to in these uses, not too. Examples Differentiating between to, too, and two allows us to use the right terms in the right way and at the appropriate times, even in the same sentence. Consider the following examples to deepen your understanding of the distinction between the three terms:   You can squeeze all three terms into a sentence that make sense, as in, We determined that we two had celebrated a little too much, and so we decided to call a cab to come and take us to her parents house to recover. This example uses the word two indicating a number (we two), the word too as an adverb (too much), the word to as a particle — a part of an infinitive verb — several times (to call, to come, and to recover), and as a preposition (to her parents house).A sentence you would be more likely to encounter might state, The game was almost too exciting in the last two minutes of play. The word too in the sentence as used here is an adverb modifying the word exciting (too exciting), and two is used in its traditional role to indicate the number 2.Another sentence you might hear in everyday conversation might say, Please let us know if you two plan to go to the race because we want to tag along, too. The first of the three terms here, two refers to the number of peop le, the second and fourth are particles (to go and to tag), the third is a prepositional use (to the race), and the fifth is used as an adjective meaning also (tag along too). Idiom Alerts As these are such widely-used words, the three terms also appear in a number of idiomatic expressions in English. Here are a few: Too little, too late is an expression meaning that even though help (for example) arrived, it wasnt enough and it wasnt timely enough to make a difference in the effort to recover. After Hurricane Katrina devastated New Orleans and Mississippi, President George W. Bush was criticized about the delay of the response. It was seen as too little, too late.Two of a kind and two peas in a pod are expressions noting how two people (for example) are alike.Having two left feet refers to someone who isnt a good dancer or who is clumsy.If you say you have too many irons in the fire, are spread too thin,  or  have too much on your plate, it means that you have too many concurrent projects or demands on your time currently or at once. Likewise, if youre wearing too many hats, youre trying to take on too many roles at the same time or do too many jobs at once.If you are in too deep, you are overwhelmed, have more than you can handle, or you know more than you should about a situation and cant get out of it easily.If you want to have your cake and eat it, too, you want to do two things that are opposite. You want to both possess the cake and consume it.  To and fro means to move from one place to another or back and forth.If something is too rich for your blood, its too expensive for you or too much for you to handle.If there are too many cooks (or chefs) in the kitchen, there are too many people trying to control one project or have input into something. Similarly, too many cooks spoil the broth (or stew).Having too much of a good thing signals that youre overindulging in something or theres just too much of something, even though its not bad on its own. For example, a few holiday lights on the outside of a home can look lovely in their calm simplicity. Some people, however, cant seem to stop decorating and put up 100,000 strobing lights, which neighbors might joke can make the house visible from space. On a small house and lot, theyre likely exhibiting too much of a g ood thing. Sources Ticak, Marko. â€Å"To vs. Too.† Grammarly Inc., 2019.â€Å"To (prep.). Online Etymology Dictionary, Douglas Harper, 2019.â€Å"To vs. Too vs. Two. K12 Reader, 2018.

Bowlby s Theory Of Attachment - 1441 Words

When it was time, our precious baby boy was born and we decided to name him Noah. Noah as a newborn was fussy and often wanted to be held. Breastfeeding time seemed to be the perfect soothing method. I enjoyed breastfeeding because it builds up his immune system. When Noah was 3 months old there was not much attachment present, however he would smile at familiar people and toys, and was able to laugh at surprising or funny things indicating that he was comfortable with new situations and was developing awareness of his surroundings. Later on Noah recognized me as his primary caregiver because I was the one always tending to his needs. When he was upset, anxious, or troubled he preferred me over anyone else. According to Bowlby’s theory of attachment â€Å"The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world†. The type of attachment that Noah had with me at the time was what Bowlby considered to be an e motional one. It was through an emotional bond that I made Noah feel protected when he was most vulnerable. As a result, Noah was more attached to me than he was to my husband. As time transcurred, he was able to bond to my husband by spending more quality time together. At 8 months, the physician performed a routine physical exam. He stated that Noah was advanced in his gross and fine motor skills. Noah enjoyed crawling, pulling himself up to stand and manipulating objects. According toShow MoreRelatedBowlby s Theory Of Attachment Theory1644 Words   |  7 PagesBowlby s Attachment Theory Findings from animal studies were a powerful influence on Bowlby s thoughts. He suggested too that there was a critical period for the development of attachments between infant and care giver. According to Bowlby, children display an innate tendency to become attached to one particular individual. He called this monotropy. He suggested this trend was qualitatively different from any subsequent attachment a child might form. However, he did not suggest monotropy was absoluteRead MoreBowlby s Theory Of Attachment1255 Words   |  6 PagesAttachment refers to an affectional bond; a bond which is exclusive to an individual and cannot be exchanged to another. A particularly important bond is the emotional one between an infant and its primary care giver. When it comes to attachment it is often said that it is either down to nature or nurture. Nature is the belief that it is genetic based whilst nurture believes it is our environment and experiences. Bowlby focuses on the evolutionary argument for attachment. Bowlby’s theory can beRead MoreBowlby s Theory Of Attachment2197 Words   |  9 Pagesdemonstrate my knowledge on Bowlby’s theory of attachment by been able to apply it to Neil from the programme 56 Up. In this assignment I will be analysing Neil’s life and explaining his transition from child hood to adolescent with the help of Bowlby life course theories. Throughout this assignment I will be using an adequate amount of literature to support my statements. I ve decided to concentrate on Neil from the programme 56 Up, the reasoning behind this is that Neil s life ended up being maybe theRead MoreJohn Bowlby s Theory Of Attachment1439 Words   |  6 PagesJohn Bowlby and his theory of attachment plus criticisms and how these come into effect in practice and legislation. Edward John Mostyn Bowlby was born February 27th 1907 and died September 2nd 1990. He was born in London to a middle class family. He was mostly taken care of by his nanny because his parents believed that spending too much time with him could lead to him becoming a spoilt child. At age 7 he was sent to boarding school by his parents. After finishing boarding school Bowlby went onRead MoreBowlby s Theory Of Attachment1431 Words   |  6 PagesPerhaps the most influential explanation of attachment was presented by John Bowlby who began developing his ideas in the 1940s. Bowlby was commissioned by the World Health Organisation to investigate whether young children were likely to be harmed if they are separated from their mothers in the early years. (Hayes, 1996). Bowlby (1951) reported that infants possesses an innate need to attach to one main attachment figure (this was usually the mother). According to Hayes (1996), this is a specialRead MoreBowlby s Evolutionary Theory Of Attachm ent1497 Words   |  6 PagesBowlby defined attachment as â€Å"a lasting psychological integration bounded by human beings† (Bowlby, 1969, p.194). However, attachment can also be described as a strong, mutual, emotional connection or relationship formed between two people, mostly between infant and its caregiver. 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This assignment will discuss the developmental stage of a chosen child scenario and apply to John Bowlby’s theory of attachment. It will also discuss the key safeguarding issues within the child scenario and how they could have been prohibited. Scenario The chosen child scenario for this assignment is Paul (see appendix). Paul is six years of age and is the middleRead MoreThe s Container / Contained Theory And Bowlby s Attachment Theory Essay1401 Words   |  6 Pagesintentionally. This directly impacts the victim s safety and sense of trust. The devastating effects of this type of trauma is the way in which it impacts not only the survivors, but also future generations, and the ability they have to form attachments (Connolly, 2011). This report outlines the importance of Bion’s container/contained theory and Bowlby’s attachment theory in developing secure relationships. Sadly, abused infants form a disorganised attachment style which causes them as adults to adaptRead MoreJohn Bowlby And Mary Ainsworth s Attachment Theories1196 Words   |  5 Pages John Bowlby and Mary Ainsworth s attachment theories derive from the idea that in early development infants develop different attachment behaviors in relation to their caregivers. This emotional bond between an infant and their parents can have an enduring impact on future relationships throughout an individual s life. Research has shown that there does not have to be a biological component for an infant to bond with a parent. Instead the bond or attachment is related to â€Å"quality and quantity†