Sleep, What Is It? Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  When you lay down to bed at night, close your eyes, and loose conciseness, you fall asleep. Sleep is an everyday event, every human, every animal does it on a routine basis. There are many questions concerning sleep. This paper will try to answer three of them. Why do we sleep, at what routine do we sleep, and what happens to us when we sleep. There are several theories as to why we sleep. Some believe it’s a â€Å"time out† to recuperate, remove wastes from muscles, repair cells or recover abilities lost during the day. However wastes are removed without sleep with just a couple of minutes of rest. People who don’t sleep for 48 hours don’t need 16 hours to â€Å"catch up† all they need is one good nights sleep. Some believe sleep conserves energy, once it provided safety from predators in a secluded space. However we lose consciousness which would make us vulnerable to attacks from predators. Or maybe it serves the brain because only organisms with integrated bundles of central nervous tissue sleep. There are many theories as to why we sleep but no one really seems to know. People can go several days without sleep and still perform normally. However any longer can cause irritability, hallucinations, or delusions. In animals sleep depravation leads to death, it may also hold true for people as well. In one case a man at age 52 started losing sleep. He fell deeper and deeper into an exhausted stumper or lethargic state, always feeling tired but unable to sleep. He eventually developed a lung infection and died. An autopsy showed he had lost almost all of the large neurons in two areas of the thalamus. This suggests that sleep is caused and controlled by the thalamus. Most people sleep at night, so does this mean that our sleep cycle is dependent on night and day? It doesn’t seem so. There are people who sleep during the day and studies have shown that people run on their own sleep cycles. Volunteers put in isolation(they didn’t know what time it was) went to sleep on the average 49 minutes later every cycle. So in about 11 or 12 days one would go to sleep in the morning. Whenever we change our clocks(daylight savings time) our bodies eventually readjust to the time rather than how light or dark it is outside. People who live in the extreme north or south have darkness for six month at a... ...aks. It   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  will take a shaking motion to wake you and you   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  wont be happy about it. Sleep walkers and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  talkers walk and talk at this point. This process takes about 90 minutes then reverses(1-2-3-4-3-2-1). After you come back to one, instead of waking you go into REM(Rapid Eye Movement) sleep and this is were most dreaming occurs. The amount of time in REM sleep is usually random, but after REM sleep you start the process over again. Hopefully some questions about sleep you had before reading this paper are now answered. There still remains many questions about sleep. Since sleep is so connected with the mind, which is the biggest mystery in the universe humans know of sleep is difficult to understand. So it will be a long time before our questions will be answered. Bibliography Wade and Travis, Carole and Carol, Psychology, New York City, Harper Collins Publishers Inc., 1990 http://www.shuteye.com

Corrective Feedback Methods Used

Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher INTRODUCTION The importance and benefits of corrective feedback have been debated in many aspects in SLA field. Most of the teachers take correcting errors as their responsibility. There is no doubt that the first aim of corrective feedback is to make students aware of their mistakes so that they can correct.The way teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reaction from teachers to students’ â€Å"non-nativelike use of th e target language† indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches; some schools of thought like Behaviorism considered errors as taboos in their discourse and believed that theyshould be immediately corrected by the  teacher (Brown, 2007; Larsen-Freeman, 2000; Richards &Rodgers, 2001)while others claimed that error correction was not only unnecessary, but also harmful to language learning(Krashen, 1981a;1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001; Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners'linguistic development, not as a sin to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leave  some errors uncorrected. Nevertheless, currently SLA researchers st rongly believe in error correction and corrective feedback (Ellis,2006). While carrying out corrective feedback, different methods are implemented during the classroom period. Researchers have begun to focus on these different methods so as to find out which ones are more or less ffective. When it comes to practice in the class the methods may differ according to the students’ language level and type of error, teachers’ attitudes towards errors and also time for feedback. Types of Corrective Feedback:(Lyster, 1997; Lyster;Ranta, 1997). 1. Explicit correction: Clearly indicating that the student's utterance was incorrect, theteacher provides the correct form. â€Å"S:   Some diamonds  used to  decoration. T:Please say, ‘Diamonds  are used for  decoration’. ‘Don’t say,used to’. You must use a passive form of the present simple tense here. â€Å" 2.Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds are used for decoration† 3. Clarification request: By using phrases like â€Å"Excuse me? † or â€Å"I don't understand,†the teacher indicates that the message has not been understood or that thestudent's utterance contained some kind of mistake and that a repetition or a reformulation is required. â€Å"S:   Some diamonds  used to  decoration. T: Excuse me? â€Å" 4. Metalinguistic clues.Withoutproviding the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance . â€Å"S:   Some diamonds  used to  decoration. T: Do diamonds use something to decorate ? 5. Elicitation:The teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to complete the teacher's utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. â€Å"S:   Some diamonds  used to  decoration. – T: People used some diamonds, so †¦? 2- T: Some diamonds†¦? 3- T: Say that again. â€Å" 6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's attention to it. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds used to decoration â€Å" METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded preparation class Listening course in which native English speaker teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed material listening parts of recordings from both and student to student discussions from Ms. Costaà ¢â‚¬â„¢s class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and clarifying their corrective feedbacks, I interviewed with these teachers so as to understand the dynamics lying under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below: CORRECTIVE FEEDBACK TABLE OF NATIVE ENGLISH SPEAKER TEACHER| Recast| T: What did you do yesterday? S: I watched TV and I sleep, sleep, sleep. T: I slept, I slept, I slept. Okey. |Explicit Correction| T: What are the three things that you ate yesterday? S: I ate rice, meatballs and coke. T: Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S: I guess you didn’t eat the coke, probably drink. Don’t eat your coke. | Recast with stress| T: What would you buy if you were rich? S: I want to buy.. T: I would buy S: I would buy a car and†¦. | Explicit Correction| T: Enver, where yould you go? S: I would go Dubai, Hon Khong, Paris. T: Okey, Dubai, Honkong and Paris. Umm, guys make sure you are using â€Å"to† go to, go to, everybody go to†¦( Class repeats after the teacher)|Recast & Explicit Correction| T: What would you buy if you were rich? S: Build a tall and big house T: You’d build a big and tall house, word order is like that. | Recast & Clarification Request| T: If you were rich, would you work? S: I think being rich and having a job is different things. Having a job you asked to a statu /statu/ in our life, it is important. T: Status /st? t? s/, is that what you mean? S: Yes, it is important. | CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER| Recast with stress| S: Is one road /r d/ to success / ’sakses/ better than another? T: Is one road / r d/ to success / s? k? es/ better than another ? | Recast| T: Of course here, the word â€Å"road† is used symbolicly, road is a methaphore, what does it actually suggest? S: Method, way.. T: Methodology, way, okey. | (1)Clarification Request & (2)Metalinguistic Clue| S: To be successful means that you can do whatever your aims are. T: What does it mean ‘to do an aim’? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss: We achieve. | Repetation| T:What is your interpertation of success? S:Being able to reach the necessary knowledge. T: Reaching necessary knowledge? S: Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction| S: My friend shatters†¦ brochures. T: Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3)| Recast with stress| T: What is one skill or talent you wish you had? S: The leadership T: So you don’t think you have leadership skills. S: Uhmm, I have but not enough T: You wish you had more or bet ter leadership skills, okey. | Explicit Correction| T: I mean how do you think you could improve your communication skills?S: Going.. En.. T: Could ! Could! (clicks his fingers) I could do this, I could do that.. S: I could go to England†¦. | (1)Repetation (2)Metalinguistic Clue| T: Other suggestions please. S: Creator, idea creator in an commercial company. T: Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss: No idea. T: Advertising, lets call it advertising. | Explicit Correction| T: In what ways has the typical career part changed in the last few decades? S: In the past they climb the ladder but now they†¦ T: Nobody climbs no ladders. Is that what you are suggesting?S: No, they go to better job easily. One step to third step†¦Something like that. T: Something like that is not a sort. You mean; in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties; many different jobs, companies, okey? That is it. | Corrective Feedback types and percentages given by two teachers’ are shown on the graphics below : It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNT’s class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF; 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses; 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to student’s mistakes differ.NNT thinks m aking mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to stop students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they don’t have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a high rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers’ expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issu es of corrective feedback in second language acquisition,Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics  4(2), 1. â€Å"Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ: Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7† Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla: Classroom practice and future directions,International Journal of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012

Analysis Of Show Tell - 955 Words

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It is not unusual for a child to use visual markers like â€Å"this† and â€Å"that† when explaining objects, events, etc. McCloud then goes on to explain that it is expected for children to graduate from books with mostly pictures to novels with no pictures at all as they mature with time. This is attributed to the cultural perception of comic books. According to Stephen Weiner in his book Faster Than a Speeding Bullet: The Rise of the Graphic Novel, â€Å"newspaper comic strips were always recognized as something read by everyone, but from the beginning of theShow MoreRelatedHow to Write a Theme Analysis921 Words   |  4 Pages------------------------------------------------- How to Write a Theme Analysis Essay (5-Paragraphs) The theme is a recurring element throughout literature, movies, and art, which offers the reader/viewer a deeper meaning, a deeper understanding about fundamental ideas in life, and a moral or life lesson. 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Third World Newsreel s History - 856 Words

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A new recruitment priority stemmed from fractious debates about whether or not white members were equipped to make films about people of color, debates that reflected larger conflicts about class and race. At the time a Newsreel member told Bill Nichols, â€Å"the change from middle-class leadership was necessary because few middle-class people grew up in the neighborhoods or near places about which Newsreel film’s are needed (5).† Equating Third World with nonwhite and working class oversimplifies the race and class inequalities at play in the Third World. It ignores the fact that anticolonial does not automatically mean class or race struggle. In the allegory,Show MoreRelatedThe Rise And Fall Of The Third Reich1455 Words   |  6 PagesThe Rise and Fall of the Third Reich was a summary of Adolf’s journey from his boyhood to his final decision to end his life. 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The Violations On The Right Of Education By The State Of...

INTRODUCTION This paper will focus on the violations on the Right to Education by the State of Mourinholand under the International Covenant on Economic, Social and Cultural Rights as well as its violations under various other universal and regional instruments, the various modes and conditions for bringing complaints of violations to the council and committee will further be discussed here. The International Covenant on Economic Social and Cultural Right was adopted and opened for signature by the General Assembly of the United Nations on the 16th of December, 1966 to give members of a state party a right to self-determination. The covenant contains the right to Education, Health, and Cultural Life etc. The Right to Education was first discussed under article 26 of the Universal Declaration of Human Rights, 1948 . This right constitutes the first ever recognition of a general right in an international instrument in explicit terms. Article 26 has subsequently been reaffirmed and made more detailed by articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights, article 13 (3) (a) of the Additional Protocol to the America Convention on Human Rights in the area of Economic, Social and Cultural Rights and article 17 of the African Charter on Human and Peoples rights . Asbjorn Eider propounded the theory that State Parties to the Covenant are b ound to Respect, Protect and Fulfill all the rights enshrined in the ICESCR. By respecting the

Changing Time and Circumstances †Free Samples to Students

Question: Discuss about the Changing Time and Circumstances. Answer: Introduction: In this film the central idea is to state the fact that every person is in pursuit of a purpose in life. Loneliness, depression, anger and solitude are some of the vicious characteristic in an individual that surfaces as a person looses the purpose of life. The visitor tells the tale of such an individual who is looking for a purpose in life again a person who is left in melancholy and hopelessness in life. Life goes on and purposes keep changing with time and circumstances, it is important to understand that once a purpose if fulfilled there must be others to fill that gap. Walter is an established scholar and a man of honor. He is particular about his work and is very responsible about his role as a teacher. Hence, when he has been given an opportunity to fly to New York City for a conference he readily takes it up. Walter is looking for a fulfillment in his life he is in pursuit of a purpose in his lone life. Walter lives in Connecticut and has recently lost his wife and therefore he is in a state of perpetual sadness and loneliness. The transition from Connecticut to NYC is a change of tempo in the movie. As the hustle bustle of NYC develops Walter starts to converse with people that are out of sheer necessity but his communication with people actually starts after he has left Connecticut this is the first change that is observed in the character. In the opening of the movie we see that the character Walter, is a man who is alone and has a very straight forward life where he just goes to college and is known for his sour behavior comes back home and leads a very simple and lonely life. The first development in his character takes place when he first arrives at the apartment he was designate in NYC, Firstly we see a change in his behavior and the way he communicates with others he is more than shocked to find a couple already living in the apartment. Consideration grows in a person form the knowledge of how helpless the other person and the understanding of the situation. C Khalil is a Syrian musician and Zainab is a Senegalese street vendor both of them are illegal immigrantsand were living in that apartment illegally. Walter, who was tired of living alone and also felt for the situation the couple was in invited them to stay with him shows the social change in him. Third change in his character is brought with the reintroduction of music in his life; he becomes more lively and cheerful. Previously, we see that Walter is in a state of mourning and is perpetually living in the past. He is not a musician but he has an undying interest in music and he always wanted to learn to play an instrument but this was also backed by the state of melancholy to live in the memories of his dead wife. He also spent time listening to the recorded music of his wife. Later, Walter became fascinated with Tareks African drum, he also went to the little gig that Tarek played in and he loved how melodious and relaxed first time in a very long time. The monotony of his life breaks when he meets the young couple; they fill his empty life with music, little joys and calmness that he has not experienced in a long time. NYC also has a lot to get Walter in the groove as we see him reciprocate to the two boys playing plastic drum on the streets. Fourth change that is observed in Walter is his purist of a meaning and purpose in his life. From the beginning of the plot Walter has been a lonely and a sullen man who would hardly take care of himself let alone caring about the way he looks. After he meets Mouna, things start changing on that front as well friendship develops in to a perspective romance. He tries dressing up looking good taking care of him. He is also now a happier person and that reflects in his face and behavior. He finally goes to the theater after a long time and enjoys his time with Mouna. The fifth change that has been observed in Walter is the fact that he has stood up for something in his life and better awareness of the situation of illegal immigrants of America. Throughout the movie Walter who has little or no practical knowledge about the illegal immigrants of the country slowly develop interest and a soft corner form them as he learn about their plight and situation. After Tarek has been captured in the subway, he is desperate to help the young couple who has brought him back to life. He feels the pain the couple goes through and strives to help them in any way that he can. In the life of a human being the change is an only thing which is constant. Meeting people, socializing, going out with friends, listening to music is integral part of life. Walter is a middle aged man with a secured job, a house, a financial condition that is stable enough to support him for the rest of his life so the question arises here is what is his problem then? Companionship is crucial in the life if anyone. It can be in the form of a friend, family a partner, a passion as it also helps a person to get closer to a purpose and the energy and force to fulfill it. Reference list: Nytimes.com. 2017.Professor as Student of His Life and Others. [online] Available at: https://www.nytimes.com/2008/04/11/movies/11visi.html [Accessed 1 Sep. 2017]. Theguardian.com. 2017.The Visitor. [online] Available at: https://www.theguardian.com/film/2008/jul/06/culture.drama [Accessed 1 Sep. 2017].

Corporate Governance in ICT

Question: Discuss about the Corporate Governance in ICT. Answer: Introduction: At the Leal technology, it is found that, the company provides network and system security services and has a formal IT governance setup. This company is an ESET managed Security service provider that provides the security to its customers with the help of ESET NOD32 software. Therefore, as the new threats are detected that are harmful for the clients system, the services will alert the clients. The formal IT governance set up will be helpful in providing proper services to the clients thus achieving the corporate objectives using proper use of the available IT infrastructure. As I am working as an intern at Leal Technology Company, i have the responsibility of installing software applications on workstations and servers. In course of completing my duties, I came across a situation where i have to install software that will help in the authentication process inside the organization. This application meant to be running all the time in background and allow access to the client records only after the successful completion of the authentication process. The installation of this specific application is done in accordance with the Australian standard of ICT (AS8015). The main objective of the above mentioned Australian standard is to manage the security of the IT infrastructure at the organization. The installed application completes the following functionalities, The application ensures and enforces the confidentiality of the client and business data stored 8n the database servers. It makes sure that. The data is available only to the intended users and authorities. The software is also ensures the integrity of the database system at Leal technology company by keeping track of the log in and sign outs by the different officials. In addition to that, it also keeps track of the document or data that are being viewed or modified by the different people who logged in to the system at different times As a part of my internship, I have to manage and optimize the performance of the client's record keeping database server. I have the responsibility to maintain all the record with the highest possible level of accuracy. This responsibility of keeping the records with accuracy is developed in compliance with the Public records act 2002. The purpose of managing the database with the compliance of the Public records act 2002 is to deliver the following functionalities The records must be retained and identified in an easily accessible format, so that whenever required the records can be instantly reported to the government and regulatory authorities. A system at the organization is maintained for the identification and destruction of the records that are consuming unnecessary storage. On the other hand this system will be helpful in safeguarding the information that is considered as asset to Leal Technology Company. Different business activities, organizational activities and community development activities must be tracked according to the guidelines of the above mentioned public record rule. The system should streamline the processes of retention and disposal of the records of the business of Leal Technology Company. Bibliography Austlii.edu.au. (2016).PUBLIC RECORDS ACT 2002. [online] Available at: https://www.austlii.edu.au/au/legis/qld/consol_act/pra2002153/ [Accessed 5 Nov. 2016]. Feltus, C., 2012. Introducing ISO/IEC 38500: Corporate Governance in ICT.ITSMF Jaarcongres 2008, pp.27-28.