Reflection on Nutrition Research Paper Example

Reflection on Nutrition Paper Overall I have enjoyed every aspect of this class. However, I must say that I enjoyed the healthy eating plan assignment. This assignment gave me an overview of my eating habits as a whole. Having to put everything on paper enabled me to acknowledge a change was needed and where the change was needed. Prior to composing a healthy eating plan, I was never equipped with the knowledge to know there were nutrients missing from my daily diet. This particular assignment showed me that I wasn’t absorbing enough fiber daily and that I needed to consume more whole grains, fruits and green vegetables. I’ve also learned that a combination of good nutrition and regular exercise together will assist me in maintaining good health. I also understand the importance of eating a well balanced meal to ensure the recommended amount of daily nutrients is being met. I can’t pinpoint any one particular assignment that has affected my life in terms of overall health and nutrition habits because they all have affected my overall health in a positive way. I now make a conscious effort to watch my fat and calorie intake. The readings have helped to better understand how the body digests foods and the impact a poor diet can have on the body. This class has also enlightened me on impact of what I eat today and how it will affect my body tomorrow. Since starting this class I have lost 35lbs and have seen a significant decrease in my sugar levels and have more energy than ever. To ensure I live a healthier life and rid myself of having to take medication for my type-2 diabetes and hyper tension, it is mandatory I continue the path of eating healthy and exercising on a regular We will write a custom essay sample on Reflection on Nutrition specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on Nutrition specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on Nutrition specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

9 Common Types of Fantasy Characters (With Examples)

9 Common Types of Fantasy Characters (With Examples) 9 Common Types of Fantasy Characters (With Examples) When you think of fantasy, your mind might drift to enchanted settings and the magical systems that govern them. And while it’s hard not to marvel at the brand-new worlds that authors are able to conjure, it’s the people and creatures that inhabit those worlds who claim readers’ emotional investment.This list covers nine of the most common types of fantasy characters. Don’t forget to scope out the 80+ examples of our favorite fantasy characters from popular books and movies. From the hero to the mentor, these characters are staples of the #fantasy genre 1. The HeroThere is no fantasy story without a Hero and a quest that needs undertaking. This is their fantasy world, and we’re just living in it (for a time). While people often think of Joseph Campbell’s popular Hero’s Journey when it comes to fantasy story structures, the Hero can take many different forms (they can even be an anti-hero!), whether or not the story resembles Campbell’s model. The Hero might relish in their role, like Conan the Barbarian, or they may be a reluctant leader in the story’s narrative, like Bilbo Baggins (initially). Indeed, the nature of the Hero will largely depend on the particular subgenre of fantasy you're reading/writing.(image: HBO)Example:Tyrion Lannister is an interesting character because of his grey shades. He is part of a family of villains, and out of familial obligation, he spends the first few books acting in the best interest of Lannister House. However, acting in their best interest often requires commit ting villainous deeds. So while readers might be able to empathize with Tyrion’s desire to protect - and fit in with - his family, they still recognize many of his actions as â€Å"bad.†More Reluctant Villains:Draco Malfoy (the Harry Potter series)Regent (Worm)The Henchman (Coraline)Jeremiah Colt (The Zombie Knight)The Angarak people (The Belgariad)Theon Greyjoy (Game of Thrones)Count Dracula (Blood for Dracula) 9 common types of #fantasy characters - and 80 examples of the best And that's a wrap on the nine most common types of fantasy character archetypes that you'll encounter in every book! If you'd like to read more about the genre, check out some of the following magical posts:Best Fantasy Writing Prompts13 Kick-Ass Tips For Writing FantasyA Century of Fantasy: How the Genre's Changed Since the 1920sYou can also find all these characters in the following fantasy books, lists courtesy of the Reedsy Discovery blog:The 100 Best Fantasy Series of All TimeThe 30 Best YA Fantasy Books for Teens60 Best Fantasy Books of All Time20 Addictive Urban Fantasy BooksThe 12 Best Epic Fantasy Books Like Game of ThronesWho are some of your all-time favorite fantasy characters? Let us know in the comments below!

Learn About Common Cores IEP Math Goals

Learn About Common Core's IEP Math Goals The IEP math goals below are aligned to the Common Core State Standards, and are designed in a progressive manner: once the top numeration goals are met, your students should be moving on through these goals and onto the intermediate grade goals. The goals that are printed come directly from the site created by the Council of Chief State School Officers, and adopted by 42 states, the American Virgin Islands and the District of Columbia. Feel free to copy and paste these suggested goals into your IEP documents. Johnny Student is listed where your students name belongs. Counting and Cardinality Students need to be able to count to 100 by ones.  IEP  goals in this area include examples such as: When given numbers representing numerals between one and 10, Johnny Student will order and name the numbers in the correct order, for eight out of 10 numbers with 80 percent accuracy in three of four consecutive trials.When given a hundred chart with 20 of the number blocks blank, Johnny Student will write the correct numbers in the blanks for 16 of 20 blanks (demonstrating 80 percent accuracy) in three of four consecutive trials.   Counting Forward Students need to be able to count forward beginning from a given number within the known sequence (instead of having to begin at one). Some possible goals in this area include: When given a card with a number between one and 20, Johnny Student will count up five numbers from the number on the card, with 80 percent accuracy in three out of four consecutive trials.When given written sequences of numbers (such as 5, 6, 7, 8, 9) with five blanks, Johnny Student will correctly write the numbers in the five blanks, with 80 percent accuracy in three out of four consecutive trials. Writing Numbers to 20 Students should be able to write numbers from zero to 20 and also represent a number of objects with a written numeral (0 to 20). This skill is often referred to as one-to-one correspondence where a student demonstrates an understanding that a set or array of objects is represented by a particular number. Some possible goals in this area might read: When given 10 picture arrays representing numbers between one and 10, Johnny Student will correctly write the corresponding number in the accompanying box (on the accompanying line) for eight of 10 numbers (showing 80 percent) in three of four consecutive trials.When given an array of counters and a set of number cards from one to 10, Johnny Student will find the corresponding number and lay it next to the array with 80 percent accuracy in three out of four consecutive trials. Understanding Relationships Between Numbers Students need to understand the relationship between numbers and quantities. Goals in this area might include: When given a template with 10 squares, and presented with counters in varied arrays from one to 10, Johnny Student will count aloud, naming each counter as it is placed in a square with 80 percent accuracy in three out of four consecutive trials.When given an array of counters from one to 20, Johnny Student will count the counters and answer the question, How many did you count? with 80 percent accuracy in three out of four consecutive trials.

The Concept of Failed State, New War and New Terrorism Essay

The Concept of Failed State, New War and New Terrorism - Essay Example "Nation-states exist to deliver political goods-security, education, health services, economic opportunity, environmental surveillance, a legal framework of order and a judicial system to administer it, and fundamental infrastructural requirements such as roads and communications facilities to their citizens. Failed states honor these obligations in the breach. They increasingly forfeit their function as providers of political goods to warlords and other non-state actors. In other words, a failed state is no longer able or willing to perform the job of a nation-state in the modern world".( ) This means that a failed state is characterized by certain indicators like non-existent safety and security for citizens, crumbling health care, education, infrastructure, and economy. This sort of situation can give rise to "emerging anarchy" where : "Failed states" can be viewed as a problem of "emerging anarchy" where organized groups that lack many of the attributes of statehood must pay attention to the primary problem of their own security. In a state of emerging anarchy, or whenever the internal balance of power shifts, questions of control become pre-eminent. This strategic environment can cause hostile groups to fear extinction and yield to mob violence. In a failed state where the lack of a central agency to provide law and order gives rise to warring factions struggling to fill the power vacuum, state failure is involved in a vicious circle with the outcomes of "new war". The term "new war" took on a new meaning after the events of September 11, but in fact, the term had already been coined in the 1990s by Mary Kaldor, who went on to explain her theory in magazines like The nation in November 2001: These new wars have to be understood in the context of globalization. They involve transnational networks, based on political claims in the name of religion or ethnicity, through which ideas, money, arms, and mercenaries are organized.....In the new wars, the goal is not military victory; it is political mobilization. Whereas in old-fashioned wars, people were mobilized to participate in the war effort, in the new wars, mobilizing people is the aim of the war effort, to expand the networks of extremism. In the new wars, battles are rare and violence is directed against civilians. The strategy is to gain political power through sowing fear and hatred, to create a climate of terror, to eliminate moderate voices and to defeat tolerance. And the goal is to obtain economic power as well.

Kitchen design Essay Example | Topics and Well Written Essays - 1250 words

Kitchen design - Essay Example There are some types of kitchens, such as, contemporary style kitchens, in which a small dining table is placed inside a kitchen. All of these functions need special attention when designing a new kitchen for a house. In this paper, we will discuss some of the major kitchen designs in order to get an understanding of the advantages, disadvantages, uses, and other points related to them. â€Å"There are as many kitchen design styles today as there are kitchens, since designs may be eclectic or highly customized by combining different looks† (Cyprus n.d.). Some of the major kitchen designs include one-way gallery, two-way gallery, L-style, and U-style. All of these kitchens are different in their designs and appearance. The area covered by each of the kitchen designs also vary from each style to another style. Let us discuss all of these designs of kitchens in some detail. A one-way kitchen is usually the smallest of all kitchens as far as area is concerned. However, it serves all of the three major functions of a kitchen, which include preparation, cooking, and storage. One of the main features of this kitchen design is that the major functions are set to function along a single wall. No other wall of the kitchen serves main functions of a kitchen. For example, the refrigerator, the stove or oven, and the sink are all placed at one side of the kitchen. There are usually some cabinets that are placed at the upper side of the wall. This is a good arrangement of a kitchen’s major functions if the area is small and one likes to have a beautiful kitchen even in that small area. Such kitchens are ideal for condominiums and small apartments where there is short space and minimal cooking. Even in single-family homes, such kitchens serve well for the residents. A two-way kitchen is usually bigger in area as compared to one-way kitchens. One of the main features of this kitchen design is that two walls perform the main functions of the kitchen. The

Why are walls important?

Why are walls important? Why are walls important? Walls are very important parts of buildings, they have several useful functions: * Protect us from dangerous animals and people * Provide shelter from elements such as wind and rain * Makes a ‘secure home * Bears the loads of the roofs, floors and furniture Block work Standard blocks are 6 times larger than standard bricks, this means that bricklayers can build the wall more quickly, therefore taking less time and reducing labouring costs. For the walls, the external walls will be cavity walls made from aerated concrete blocks and the internal walls will be made from dense concrete blocks. The reasons for these choices will be explained further on. What are and Aerated Concrete blocks and why I have chosen Duncan Marshall (2008) says that; Aerated blocks consist of water, cement, pulverised fuel ash, sand and lime. Aerated concrete blocks are very versatile as they can be used in many different parts of the building, such as party and solid walls, cavity walls (internal and external leaves) and foundations. We will be using Celcon aerated concrete blocks, which are BBA certified (British Board of Agrà ©ment, which is the UKs major authority offering approval of construction products). Sizes (in mm): 215 125 440 Reasons for using Aerated blocks for the inner and outer leaf: * Good thermal insulation (Thermal conductivity is 0.15W/mK, Thermal conductivity is the ability of a material to transmit heat, the lower the value the better) * Easy to handle for labourers/bricklayers, as theyre relatively lightweight and can be cut and chased * Closed cell structure means they have good water penetration resistance * Good fire protection Class O surface spread of flame (the best rating) * Non combustible * Relatively strong (Strength 3.6 N/mm ²) What are Dense Concrete blocks and Why I have chosen them? Dense concrete blocks consist of cement, aggregate (fine and coarse). We will be using Celcon Hi (7) Strength blocks. Sizes (in mm): 215 150 440 Reasons for using dense concrete blocks for the internal walls (party/solid walls): * Very strong (7.3N/ mm ²) * They provide a good surface for most renders and plasters * Good sound protection This is an illustration of a building regulation (part A) for the compressive strength needed of walls. For the external walls it will be a cavity wall comprising of aerated concrete blocks (7.2N/mm2), and the inner walls will be a solid wall of dense concrete blocks (7.3N/mm2). Height of wall Length Minimum thickness Not exceeding 3.5m Up to 12m 190mm for whole height Exceeding 3.5m but not 9m Not exceeding 9m 190mm for whole height 9m 12m 290mm from base for 1 storey and 190mm for remaining height Exceeding 9m but not 12m Not exceeding 9m 290mm from base for height of 1 storey and 190mm for rest of height Exceeding 9m but not 12m 290mm from base for the height of 2 storeys and 190mm for rest of height This is a table from the building regulations (Part A) about the thickness of walls. For our design, the internal and external walls both exceed 290mm, therefore the walls will have the correct thickness. Mortar Mortar is needed to bond the blocks together to provide stability for the wall, therefore building. It also seals gaps between the blocks to prevent water getting through the gaps when it rains. Blocks (aerated and dense) Duncan Marshall (2008) recommends our buildings will have a mortar ratio of 1:1:6 (cement: lime: sand). The reason for having a low amount of cement (cement provides the strength) compared to the sand (sand gives volume), is that making the mortar not that strong is so that it doesnt limit movement and will cause cracks in the joints rather than the concrete blocks. This mixture is recommended by a professional concrete company, therefore it wont be too weak, as then the mortar will fail. Jointing/pointing bucket_handle.gifAll of the buildings will have the bucket handle design. This is because Duncan Marshall (2008) says it helps seal the joint, also it compresses the mortar slightly and the shape improves resistance to water penetration. Walls Quoins Out of these three different types of bonding block work we will use 5 (reveal quoin), because its the most simple bond, therefore easier for bricklayers to build the wall, and reducing the likelihood of errors occurring. Also 3 bonding will be used if needed to keep the whole wall to the correct dimension. Cavity Walls For all our cavity walls in our buildings, they will be partial fill cavity walls. Kingspan Insulation says; one of its main advantages is that it prevents rain getting to the inner leaf, which would cause dampness in the walls, therefore weakening the walls. One disadvantage with partial fill cavity walls happens in the physical construction of the wall takes place, if the walls arent sealed completely, airflow in the wall leads to an enormous amount of heat loss within the wall (shown by red areas in 2). This can be caused by dirty ties and mortar snots, which are pieces of mortar which have dropped into the cavity, and cause moisture. 125 75 20 125 20 Block Cavity Insulation Plasterboard 365mm F . Cavity Walls Wall ties Duncan Marshall (2008) says; as we are having a partial fill cavity we have to use this special tie with plastic retainer. In the 2004 Regulations (Approved Document A) there is a requirement to use stainless steel ties. Building regulations says the tie should be bedded at least 50mm in each leaf. In terms of the tie angle, it should be slightly sloped toward the outside leaf; otherwise the other leaf will get damp. Cavity Walls Movement joints The materials that make up a wall will expand and contract because of reasons such as temperature and moisture content. Because concrete blocks are made of cement, they will shrink slightly. Therefore, the big sections of wall need to be shortened to accommodate for the movement, if movement joints are placed correctly, this will prevent the wall from cracking. Duncan Marshall (2008) says that the movement joints of internal concrete block walls should have movement joints approx every 6 metres, but the 1st joint should only be 3 metres away from a corner or bend in the wall. We will incorporate this into our designs. Cavity Walls- Jambs The blue line is the window Damp proof course prevents water penetration from the jamb of the window frame Cavity Walls Lintels Duncan Marshall (2008) say that the lintels carry the distributed load of brickwork across the top of the window frame. Lintels can be up to lengths of 4500mm and when constructed should have at least 150mm bearing on the wall either side. Lintel with insulation to prevent cold bridging, cold bridging happens when heat is lost from the inside of the building to the outside because the material (this case the lintel) is the ‘bridge for the heat loss. When the insulation is there, it has a higher thermal conductivity than the lintel (galvanised steel), so the heat ‘bridges to the insulation and not outside the building. 10 This is very important concept of insulation, that also applies to cavity and solid walls where insulation is used. Insulation External Walls Insulation boards are used to keep the heat within a room/building so that the living/working conditions are favourable. We will have WT20 insulation boards (size is 1200x600x20mm) from warmtiles.co.uk Board Sizes Thermal Conductivity (W/mK) Resistance (k-value) U-value (W/m ²K) Weight (kgs) 1200 x 600 x 20 mm 0.029 0.69 1.45 0.45 The U value is the amount of heat which will flow through 1 square metre of a wall for every degree in temperature difference between the inside and outside. Resistance is the resistance to heat flow of a material of a given thickness. Now I can calculate the U-value for the walls. U value for cavity walls (Thickness/Thermal Conductivity = Resistance) This transitions into weep holes; weep holes allow the water to exit the cavity. As we are only using blocks, we will use plastic weep holes that are placed every 450 mm. Weep holes, damp proof courses and the bucket handle mortar are excellent parts of the wall that allow it to prevent water penetration. Cavity Walls-Sills Cavity Walls joining cavity walls to internal walls This is how we will join the inner leaf to the internal walls, also where two internal walls (could be party walls) join, it will be toothed in. Walls Door and Window frames (Openings) The building regulation below specifies the sum of openings (w1+w2) shouldnt be more than 2/3 ‘L. Opening heights should be less than 2.1m, and the width less than 3m. This ensures the wall is not weakened significantly under compression by openings. We used this formula for a standard room (not disabled). Length of whole wall Door sizes Thickness= 40mm 2040 mm 826mm Windows A very common part of walls, and obligatory for accommodation buildings are windows. Window sizes (British Standard: 2003) 1050 mm 1800 mm *Purple segments are windows that open (white arrows indicate what direction they open), orange segments are fixed. This type of window is called ‘Left-hand multi light. Sound Control One of the functions of the walls is to control the airborne sounds, such as aeroplanes and cars travelling outside of the building. The internal walls will be made out of dense concrete blocks, as this provides good sound protection. Celcon aerated blocks also have just as good of a level of sound protection. Osbourn and Greeno (2007), say the Sound reduction index (SRI) is a way of measuring the effectiveness of construction insulating airborne sound. We will have a block cavity wall which is plastered, this has a SRI number of 49, and 150 mm dense concrete walls which have a SRI number of about 46. These are relatively acceptable SRI values to be used in construction. Finishes There are different finishes you can have for aerated concrete blocks; plastered, rendered and painted. For the outside of the external walls we will render the walls (10mm wide). For internal walls (dense concrete blocks) we will have plaster boards (20mm wide). Cement Rendering After the mortar and blocks are bonded, render will be applied. For our design we are using aerated concrete blocks for the external walls, therefore we should not use strong renders (Duncan Marshall, 2008), because when the dense mix shrinks, it will go past the limit of stress that the blocks can handle, therefore cracking will occur. Our building will have a very similar aesthetic appearance to this building (right), except for the colour. References David Littlefield, et al., 2008, Metric handbook, 3rd Edition, Duncan Marshall ,2008, Construction Website 0809 (unframed construction) http://learn.lboro.ac.uk/file.php/1183/UWE08/index.htm Dereck Osbourn and Roger Greeno, Mitchells Introduction to Building 4th Edition Julian McKenzie (Lectures) Sizes of concrete blocks http://www.sigexpress.co.uk/Aerated-Concrete-Blocks/Celcon-100mm-Standard-Block.htm Partial Fill Cavity Walls http://www.insulateonline.com/index1.htm?walls2.htm~main Insulation Boards http://www.warmtiles.co.uk/category.php?id_category=17 Analytical Essay: The Teaching Of Speaking Analytical Essay: The Teaching Of Speaking The theme of the research paper is The Teaching of Speaking. For the teacher it is very essential to know how to teach speaking foreign language correctly and to be able to do that. That is why there are several methods and manners how to give the knowledge in an easier manner to the students. The aim: To investigate what methods are used to teach speaking are used mostly and find out as many as possible teaching speaking methods. The enabling objectives: to find out and study theory on the teaching of speaking(mention the theme) to collect and summarize the gained data to draw conclusions The research question: Which methods are used to improve teaching the teaching of speaking? The methods of research: analysis of the theoretical material case study The tools of research and data collection: analysis of the teaching of speaking methods 1.THE TEACHING OF SPEAKING What is speaking? In fact, speaking is an action carrying out the information or expressing feelings and emotions, persons thoughts in spoken language. Speaking is also the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998, p. 13). By the teaching of speaking is meant to produce the English speech sounds and sound patterns, use word and sentence stress, intonation patterns and the rhythm of the language, select appropriate words and sentences according to the proper social setting, audience, situation and subject matter, organize their thoughts in a meaningful and logical sequence and use language as a means of expressing values and judgments (Online 2). 1.1Strategies for Developing Speaking Skills According to the internet source, students often think that the ability to speak a language is the product of language learning, but speaking is also an important part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language (Online 1). These strategies can help students to enlarge their knowledge of language. If the students are confident in speaking, it would be more easier to receive the other information while learning. 1.1.1Using minimal responses Language learners who are not confident about their ability to participate successfully in oral disscussions often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners (Online 1). Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response (Online 1). 1.1.2Recognizing scripts Some communication situations are associated with a predictable set of spoken exchanges a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speakers turn and the one that follows it can often be anticipated. Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain. 1.1.3Using language to talk about language Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check. By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom. 1.2How to teach speaking According to the given internet sources, now many linguists and teachers consider that students can improve their communication and speaking skills working into groups together with other students and playing real-life situations in the target language. To achieve the goal of speaking well, the students need to improve their language fluency (speaking smoothly), pronunciation (saying words properly) and enunciation (saying words and phrases clearly) (Online 4). Fluency comes from practice. Every English speaking person cannot improve speaking smoothly in some two months, it comes after longer time. T o get to the aim, there should be made speech of long, complicated sentences. For example, to build more fluent speech, a helper could be discussions, presentations, role plays, negations, debates, interviews and meetings. Pronunciation is the ability to say words properly with the correct sounds in the correct places (Online 4). To make words sound correctly, it can take very long time to develop the pronunciation. As suggested in the internet source, the student should focus on working on specific vowels, trouble consonants, and working on understanding movement and location of mouth and tongue when making sounds (Online 4). In phonetics, enunciation is the act of speaking. Good enunciation is the act of speaking clearly and concisely (Online 5). If the enunciation of the speech is pure, others will not be able to understand speakers speech. To avoid misunderstandings in the communication towards others, according to the internet sources, the student should pay attention to trouble word combinations, reductions, sentence and word level stress points and sentence level intonation patterns. 2.WHICH TEACHING METHODS ARE MORE PREFERABLE FOR STUDENTS THEMSELVES If there were a questionnaire, the aim of it would be to clear up which of the teaching methods are more understandable and useful for the students themselves. No one can answer to this question more precise and honestly as the students. CONCLUSIONS The teaching of speaking means that the teacher gives the knowledge to the student how to communicate with others, to produce sounds, words correctly and clearly, to use precisely intonation patterns, to choose appropriate themes which to speak to the proper social setting and audience. There are a lot of teaching methods which can be used in the teaching process, but, in my opinion, more preferable methods are those who are easier and understandable for the students. For instance, to make your speech more fluent and clearer, it can be enough to read articles with complicated vocabulary and sentence structure aloud every day. Rounding up, if the teacher is teaching in a simple manner and understandable for students. THESIS Speaking is an action carrying out the information or expressing feelings and emotions, persons thoughts in spoken language. Many linguists and teachers consider that students can improve their communication and speaking skills working into groups together with other students and playing real-life situations in the target language. To build more fluent speech, a helper could be discussions, presentations, role plays, negations, debates, interviews and meetings. Fluency comes from practice. Every English speaking person cannot improve speaking smoothly in some two months, it comes after longer time. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language.

Dbq Essay-European History-Assumptions on Children

During early modern Europe, children were viewed in many different ways which changed how parents chose to raise their children. During the 1500’s, the mortality rates for children were high, therefore children were viewed as if they were adults and very precious if they survived, many people believed that they needed to treat children harshly to make them strong. In the 1600’s, children were raised tenderly as they were rational beings that could use reason.Children were viewed in many ways during early modern Europe to be rational, precious, and in need of guidance where these views determined the parents’ choice in child rearing to behaving harshly to kind guidance. Society sought for guidance for their children in a very caring way. In a letter Martin Luther, a leader of the Protestant Reformation in the 1500’s, it is written that his thirteen year old daughter had just died and that he is very disheartened by the loss. He loves his respectful daughter .As a father and leader of the protestant reformation, Luther is disheartened at his daughter’s loss, but he loves and respects God taking her away (Doc 2). A common stereotype about women is their personalities and perceptions toward children. Traditionally, the female stereotypic role is to marry and have children. She is also to put her family's welfare before her own; be loving, compassionate, caring, nurturing, and sympathetic. Margaret Cavendish, a duchess, a scientist, and a philosopher expresses her sincerity and is apprehensive of how society should treat children to help them reach their potential (Doc 9).Through the knowledge of a philosophe, Jean-Jacques Rousseau thought that it would be best if you let children make their own decisions, because they will be stubborn if you try to stop them (Doc 12). Children’s Games, by Pieter Brueghel, displays the children absorbed in their games with the seriousness displayed by adults in their apparently more important pursuits (Doc 5). Another way people taught their children was through reasoning. Christoph Scheurl believed children are a great reward.He is biased though because he has a son himself and knows of the emotional attachment and bond bearing a child creates, he speaks with only gratitude and expresses his love of his child (Doc 1). Theoretically speaking though, Jean Benedicti â€Å"obligates the child to obey under pain of mortal sin. † Being a preacher, he expects a child to honor God and obey his wisdom (Doc 7). This follows the same circumstances stated in document 10. The English Catholic Gentleman expects highly of his daughter to have reliance on God and help her understand to make her amends to confess her sins to God.John Locke, a philosopher who wrote â€Å"Two Treasies on Government† writes that a person must reason with children to their capacity of understanding. As a member of the Enlightenment, Locke believes people are rational and tabula rasa (blank sl ates) where they can be taught what to do. Changing ideas of the1600’s into the enlightenment allowed for parents to treat children kindly and rationally (Doc 11). Although some parents taught their children in a kind manner beneficial for the child, some punished their children by putting a negative impact on their well-being.As depicted in document 3, it states that if a man truly cares about his child, he will whip him occasionally to make a man out of him. Generally, Russian households of the 17th century were harsh conditions to live under, therefore the nobility expected harsh discipline as a means to better their children. Michel de Montaigne expresses his opinion on children in a very different way though. He shows absolutely no passion or love for children. The tendency in his essays to digress into anecdotes and personal contemplations was seen as detrimental to proper style rather than as an innovation (Doc 6).In an autobiography, Benevenuto Cellini, a metal crafte r and sculptor, writes that he visited his son that was born out of wedlock and abruptly left the boy crying as he didn’t want Cellini to leave. Since Cellini’s child was born out of wedlock, he will be treated harshly and will be shunned as accustomed of the 1500’s (Doc 4). As for Henry IV, he was whipped as a child. In a letter to the governess Madame de Montglat, Henry commands her to whip his six year old son every time he misbehaves. Whipping children was common for people to do during the 1500’s.As king of France, Henry IV wants his son to be strong when he heirs. He believes whipping him will make him a better person. Children were treated in different ways due to the accepted ideas and attitudes of the time from serfdom, the religion, the mortality rates and the Enlightenment. Being the precious gifts from God, children were being treated kindly and also harshly as they were objects as well. Different views of children and raising procedures chang e throughout history due to changes in secular ideas and different cultural movements.