Hard Work - 1512 Words

Success literature going back hundreds of years espouses the benefits of hard work. But why is it that some people seem to feel that â€Å"hard work† is a dirty word nowadays? I define â€Å"hard work† as work that is challenging. Both hard work and â€Å"working hard† (i.e. putting in the time required to get the job done) are required for success. A problem occurs when people think of challenging work as painful or uncomfortable. Does challenging work necessarily have to be painful? No, of course not. In fact, a major key to success is to learn to enjoy challenging work AND to enjoy working hard at it. Why challenging work? Because challenging work, when intelligently chosen, pays off. It’s the work that people of lesser character will avoid. And if†¦show more content†¦Hard work is something you look forward to because you know that it will lead to tremendous growth. And you eventually develop the maturity and responsibility to understand that certain goals will never just flow into your life; they’ll only happen if you act as the driving force to bring them to fruition. When faced with the prospect of saying to yourself, â€Å"If I always avoid hard work, I’ll never in my life get to experience X, Y, or Z,† it’s a little easier to embrace the benefits of hard work. What will you miss out on? You’ll probably never run a marathon, marry the mate of your dreams, become a multi-millionaire, make a real difference in the world, etc. You’ll have to settle for only what going with the flow can provide, which is mediocrity. You’ll basically just take up space and die without really having mattered. The world will be pretty much the same had you never existed (chaos theory notwithstanding). If you want to achieve some really big and interesting goals, you have to learn to fall in love with hard work. Hard work makes the difference. It’s what separates the children from the mature adults. You can keep living as a child and desperately hoping that life will always be easy, but then you’ll be stuck in a child-like world, working on other people’s goals instead of your own, waiting for opportunities to come to you instead of creating your own, and doing work that in the grand scheme of this worldShow MoreRelatedHow Hard Work Pays Off1970 Words   |  8 Pageseven the wildest dreams about your future come true. Believe it or not, with a lot of hard work, you may just find yourself living a life you may have only imagined before. There are many rules and morals that choose people live by, but there is one that stands out above all others. It can carry someone farther than one could ever imagine throughout their own journey called â€Å"life.† R emembering that hard work pays off is the best thing a person can do in their life. This rule is very importantRead MoreEssay about Achieving Greatness Takes Hard Work861 Words   |  4 PagesIn the article, â€Å"What it takes to Be Great,† Geoffrey Colvin makes the argument â€Å"you will achieve greatness only through an enormous amount of hard work over many years. And not just any hard work, but work of a particular type that’s demanding and painful.† He explains that anyone can become great and no one is born with a gift for a specific profession. Colvin uses many examples to support his statement such as Tiger Woods, a golf champion, Winston Churchill, a great orator, and Michael JordanRead MoreDeep Rooted Work On A Hard Man1427 Words   |  6 PagesResearch Paper: Deep Rooted Work on a Hard Man Flannery O’Connor was born March 25, 1925, in Savanah, Georgia. She went to what is, now Iowa University and majored in literature. She’s primarily known for her short stories but was a novelist. Flannery O’Connor passed away in 1964 after losing a battle with lupus. The piece of writing that I will be discussing is titled: â€Å"A Good Man is Hard to Find,† she wrote this work in 1953 along with several other short stories (Biography.com Editors)Read More Charles Dickens Hard Times and David Lodges Nice Work Essay2444 Words   |  10 PagesCharles Dickens Hard Times and David Lodges Nice Work ----â€Å"Fact, fact, fact, everywhere in the material aspect of the town; fact, fact, fact everywhere in the immaterial.† – Charles Dickens In the early 1851, London staged the Great Exhibition to show the world, the achievements and inventions of the Industrial Revolution. Many people believed that this showed how much better, safer and healthier Britain was than its neighbours in Europe. People living in mansions amid lawns and fountainsRead Morehard work1833 Words   |  8 Pages Work For It Some people sit back and think about how good of a life they have, while others are wondering why they are constantly feeling like they are at a disadvantage. This is what Namit Arora, discusses in his essay â€Å"What Do We Deserve?† He often thinks to himself, â€Å"How much of my good life do I really deserve? Why me and not so many others?† (Arora 87) and what he means by this is, why is it fair that he receives so many rewards in life when others are struggling to pay the bills. Well I completelyRead MoreHard Work Essay1072 Words   |  5 PagesTo succeed you have to work hard but hard work won’t always help you succeed. Working hard is important if you want your dreams to come true but sometimes that hard work doesnt pay off and you cant achieve your dream. Everything won’t go the way you planned and you will come across things that may stop or make the path to your dreams harder, but if you dedicate your life to it, you will achieve your dreams at some point but it will never go the way you planned it to. Of Mice and Men by John SteinbeckRead MoreHard Work : A Path For A Hard Worker845 Words   |  4 Pages Hard work is the key to success and education shows a right path for a hard worker. A journey of new opportunities, possibilities, and challenges begins when one moves to the United States. The first challenge that I faced upon my arrival to America was the English language. I still remember my first day of work at a convenience store. I was looking at the customers faces and trying to understand what they want. After a year I thought I improved my English skills, but when I took my accuplacerRead MoreHard Work Value1670 Words   |  7 PagesThe belief in hard work and its rewards is a universal American value. Born of one of America’s foundational mythologies, that all men are created equal, hard work is thought to be the key to securing financial and social success. When all are equal, so the argument goes, su ccess depends not on the circumstances of one’s birth—race, class, gender or geography—but on one’s natural talents and willingness to work hard. Within this meritocratic framework, hard work, not opportunity, is the primary determinerRead MoreSpeech On Hard Work1379 Words   |  6 PagesHard work can be defined as putting a great deal of effort or endurance into anything. Whether you are flipping burgers in McDonalds, teaching others, or if you are on a team, putting your best foot forward and trying your best can change any scenario or situation into something fantastic. If you are an individual who wants to move up the ladder, you must be able to put work in to reach that goal. Everyone has a goal in life and everyone has dreamt of being successful in life. As we grow older ourRead MoreReflection On Hard Work1042 Words   |  5 Pagessummer comes to a close I have sat back and reflected on all of the long hours, and hard work that has went into this internship. I have been around a group of coaches that have showed me compassion, amazing work ethic, and stern guidance. Never once did I feel like I was just some intern that was under everyone and just took all of the terrible jobs that no one else wanted to do. Now while the jobs that I did have were hard and they were strenuous. I feel like I was fully prepared to tackle and handle

Digitization of Library Materials Free Essays

The Usage of Information Communication Technology in Science and Technology Information Networks in Sri Lanka R. P. R. We will write a custom essay sample on Digitization of Library Materials or any similar topic only for you Order Now N. Premarathna No. 361/1, Manel Watta Road, Bollegala Gonewala (w. p. ), Tel. 0714307681, Email. ranjan. nishantha@gmail. com A number of cooperative programmes including exchange of information can be seen among member libraries of the Science Technology information networks in Sri Lanka. At present most of information networks in other countries engage in their cooperative activities by using Information Communication Technology (ICT). This research attempts measure the impact of Information Communication Technology for cooperative activities of information networks among science and technology information networks in Sri Lanka. Sri Lanka Scientific and Technical Information Network (SLSTINET), Agricultural Information Network (AGRINET), and Health Literature Library and Information Service (HELLIS) have been selected for the research. These networks properly carry on library cooperative activities. The aim of the study is to find out whether they use information communication technology to do their cooperative activities. Data has been collected from these three networks and their member libraries by sending questionnaires. Questionnaires were sent to 60 out of 120 member libraries of SLSTINET, 25 out of 30 member libraries of AGRINET and 12 out of 19 member libraries of HELLIS. Data analysis has been done by calculating mode, mean and representation of percentage values. Data has been presented by using table and diagram. It was found that the Usage of Information Communication Technology can be seen in some house keeping function (a computerized catalogue, creating data bases, internet searching, CD ROMs searching and using emails) of the networks. It is used in cooperative programmes like contributing to union catalogue and ULIST, current awareness service through the email and providing access to online journals also. Some member libraries in networks do not have computer hardware and software facilities. Lack of allocating financial provisions and lack of attention of mother organizations, have affected the use of information communication technology. It was found that up to a satisfactory level ICT is being used in science and technology information networks in Sri Lanka. Keywords: ICT; Information Technology; Information Network; cooperative programmes; AGRINET; HELLIS; SLSTINET How to cite Digitization of Library Materials, Papers

Starbucks Organizational Structure free essay sample

One year later, while in Italy, he became fascinated and inspired by the Italian coffee bars. He thought that there was certain romanticism that the unique shops offered. So in August 1987, Howard Schultz took a gamble and purchased Starbucks. His vision was born. The goal of Starbucks was to offer the consumer a premium coffee and to create a unique experience for patrons The Starbuck mission is simple, â€Å"To inspire and nurture the human spirit – one person, one cup, and one neighborhood at a time† (Starbucks, 2011). They undoubtedly have delivered that mission. Today Starbucks has become the leading specialty coffee retailer in the world. Located in 50 nations, Starbucks have in excess of 15,000stores (Starbucks, 2011). Howard Schultz, President, Starbucks Corporation When considering the organizational structure for his new corporation, Schultz had four basic organizational functions he could have chosen. These organizational functions are referred to as: functional, divisional, network, and matrix organizations. A functional organization is structured based on skills required and business functions. The functional organization structure is mainly centered on departments or functions within the organization. In a functional group, a clear chain of command is apparent. Employees which within functional divisions typically have a task to perform and those employees perform those tasks such as a marketing department. In this structure, the marketing department would be staffed with marketing employees. Within the functional organization, it is thought that efficiencies occur within a group of individuals working on a similar product or service. The downside is that this can create individual silo’s that does not promote creativity and varying inputs and opinions. An organization that produces standardized goods and services is well suited to perform in a functional organization because of unique and specialized components of the business. This function also serves well when there are limited products produced and those productions are predictable. Mr. Schultz more than likely also considered the divisional organizational structure. Divisional organizations typically group people based on the products they produce, specific locations and the customers they deal with. In this structure, an organization uses functional groupings to enable employees to interact and correspond effectively with one another. This process permits clear communication and teamwork which, in turn, leads to good service for its customers. Mr. Schultz; however, successfully created a matrix structure in alignment with Starbucks strategy. Starbuck has no formal organization chart of main departments, functional department consists of marketing, supply chain, operations, finance and human resources, and cross functional teams, consisting of local store marketing and marketing campaigns. The decision-making process in Starbucks is bottom – up process, which the employees are empowered even to take decisions of their own accord. This organizational structure combines product-based divisions and functional-based divisions. This requires employees to report to two managers or leaders. The matrix organization structure is an open gateway to communication. The matrix structure is composed of cross functional teams. They are empowered to communicate with heads of the organization as well as his or her supervisor. This structure enables employees to communicate laterally, upward, and downward. This structure has been touted as one of the reasons Starbucks has been so successful in today’s challenging workplace. Not only does this structure allow for clear and open communication, its design tends to create a team spirit of belonging and empowerment. The employees are collaborating with others and in turn, are developing his or her personal skills. Had Mr. Schultz used a strictly functional organization or divisional organization, the lines of communication would have been stifled. Starbucks has used technology, marketing tactics and employees to communicate success, goals, and vision to the customers (Tinity, 2010). Starbucks prides itself on clear and open communication with its customers as well as its employees. When viewing Starbucks website, examples of the transparency are prominent. The Starbucks website offers the viewer a look into the vision of the company, its guiding principles, mission statements and social responsibility. Links are available that allow an interested party the opportunity to read e-mails from the owner to the employees. This insight allows their customers the ability to feel as though they are part of the inner-workings of the organization. By sharing this intimate information, Starbucks is creating a virtual open dialog between its customers and itself. This helps to shield speculation by the press and its customers and minimize rumors. The Starbucks culture is in complete alignment with the Matrix structure. At Starbucks, open mindedness, communication and transparency are key components to their culture. Starbucks uses less than traditional forms of marketing. Starbucks does not rely on standard advertising methods such as print, radio, and television; instead it is brand image that continues to bring customers back. A customer holding a Starbuck cup portrays an image and an air of quality that results in excellent advertising for the company. Additionally, when entering a Starbucks, a form of sensory marketing occurs. The smell, the ambiance, the experience conjures up positive feelings and emotions. Starbucks has been recognized by Fortune Magazine as one of the 100 best companies to work for. The values that Starbucks holds are known throughout the world. Finding, training, and retaining employees are the core to their success. They recognize that training is imperative to those employees which choose Starbucks. All employees are offered full benefits ncluding part time associates. Starbucks human resources department effectively communicates with their employees. Being open and honest to share any issues he or she may have in the workplace is highly encouraged of Starbuck Employees. In addition, these models try to shape moral and ethical decisions, these models of ethical and moral perceptio ns focus on rights of the individual and social justice. Standing on the platform of transparency, Starbucks post these models of decision making behavior based on what they call the Ethical Decision Making Framework on their website (Starbucks Corporation, 2008). Starbucks makes these statements very clear to each employee: * You are empowered— you can deliver great customer experiences, knowing that Starbucks supports you in doing the right thing and conducting business with integrity. * You have responsibility — you play a critical role in ensuring that Starbucks is a great work environment and in protecting our culture, our reputation and our brand. * You have help — if you are unsure what to do in a situation; you have resources available to you, including the Standards of Business Conduct and the Business Conduct Helpline. You have a voice — when you believe something isnt right, you can speak up and share your concerns knowing that Starbucks wants to hear them and does not tolerate retaliation against partners (Starbucks. com). Starbucks has successfully enacted the matrix operational functions. It can be seen throughout its structure, service, marketing, and departmentalization. Clearly, the matrix structure is the only flexible structure that enables Starbucks to achieve the goals they set forth that have made them a market leader. These goals include: clear communication, transparency, and uniqueness. Starbucks will continue to grow exponentially through the matrix system without finding themselves stifled by the constraints of other operational structures. References Starbucks Corporation,. (2008). Ideas in action. My starbucks idea. Retrieved June 11, 2011 from http://blogs. starbucks. com/blogs/customer/default. aspx Starbucks Food, Starbucks website, Starbucks Corporation,   (2011). Retrieved June 11, 2011, from http://www. starbucks. com. Tinity, A. M. (2010). Associated Content. Retrieved June 10, 2011 from http://www. associatedcontent. com/article/2822954/starbucks_organizational_mission_an d. html? cat=55

Robert Lee Essays - American Civil War, Fitzhugh Family Of Virginia

Robert Lee Robert Edward Lee is considered one of the greatest generals in the history of the United States. Lee was opposed to many views of the south, including succession and slavery, yet his loyalty to his native state of Virginia forced him to fight for the south and refuse command of the Union armies during the Civil War. Because of this, he was respected by every man in America including Abraham Lincoln and Ulysses S. Grant. Robert Edward Lee was born to parents, Henry Lee of Leesylvania, and mother Ann Hill Carter of Shirley, in Stratford Hall near Montross, Virginia, on January 19, 1807. He grew up with a great love for country living and his state, which would be instilled in him for the rest of his life. He was a very serious boy and spent many hours in his father's library reading as many books as he could get his hands on. He loved to play with his friends, swim and hunt. Lee looked up to his father and always wanted to know what he was doing. George Washington and his father, "Light-Horse Harry Lee," were his two heroes and he wanted to be just like them when he grew up. In 1811 the Lee family moved to a larger home in Alexandria, Virginia. The next year his father received injuries in a Baltimore riot from which he never fully recovered and that also caused his leaving of Alexandria for a warmer climate. He died six years later at Cumberland Island, Georgia when Robert was only 12. Robert was forced to become the man of the family and cared for his mother and sisters because his father and elder brothers had left. Robert would stuff papers to block cracks in the carriage and go driving to help his mother get out during her failing health. Years later, when Robert left for West Point, Ann Lee wrote to a cousin, "How will I ever get on with out Robert, he is both a son and a daughter" ( www.stratfordhall.org/rel.htm 1). In 1825, at the age of 18, Lee entered the United States Military Academy at West Point where his classmates admired him for his brilliance, leadership, and love for his work. West Point was not his first choice for a school, but there was no money left to send him to Harvard because his older brother, Charles Carter, had used it for his own studies at Harvard. He graduated from the academy with high honors in 1829 and was ranked as Second Lieutenant in the Corps of Engineers at the age of 21. He headed for home at the age of 22 with $103.58 (Thomas 54). Lee served for seventeen months at Fort Pulaski on Cockspur Island, Georgia. In 1831 the army transferred Lee to Fort Monroe, Virginia, as assistant engineer. While he was stationed there, he married Mary Anna Randolph Custis, Martha Washington's great-granddaughter. They lived in her family home in Arlington on a hill overlooking Washington D. C.. They had seven children, three sons and four daughters. On September 16, 1832, Mary gave birth to George Washington Custis Lee. Later in 1835 they had their second child, Mary Curtis. They had five more children, William Henry Fitzgerald, Annie, Agnes, Robert and Mildred. Lee served as an assistant in the chief engineer's office in Washington from 1834 to 1837 and spent the summer of 1835 helping to lay out the boundary line between Ohio and Michigan. In 1837 he got his first important job as a First Lieutenant of engineers. He supervised the engineering work for St. Louis harbor and for the upper Mississippi and Missouri rivers. His work there earned him a promotion to Captain. In 1841 he was transferred to Fort Hamilton in New York harbor, where he took charge of building fortifications. When war broke out between the United States and Mexico in 1846, the army sent Lee to Texas to serve as assistant engineer under General John E. Wool. All his superior officers, including General Winfield Scott, were impressed with Lee. Early in the war, Lee supervised the construction of bridges for Wool's march toward the Mexican border. He then did excellent work on scouting trips. Lee later was helping General Winfield Scott plan a great battle. The Army was about to attack Vera Cruz, a large Mexican town on the sea. Soldiers fired huge guns at the walls of Vera Cruz. One of the men at the guns happened to be Robert's brother, Smith Lee. When he could,

Concert Violence essays

Concert Violence essays Aggressive Behavior at Rock Concerts Pantera, Slayer, Slipknot, System of a Down...all these are bands. These are bands that have been associated with violent behavior since their inception. Their lyrics incite aggressive emotions, which follows up with fast paced music. These are signs for concert violence. However, the question that needs to be asked is why does this happen. Sure we can say its because the music is loud, or that they incite people with their lyrics, but it doesnt seem like many people are stepping forward in the general public to explain why this is. The key word is why. This can be explained. Rock music has always been associated with violence. The first rock concert in 1952 (called a Moon Dog Ball), which was organized by disc jockey Alan Freed, resulted in a riot that sent mobs of young people rampaging through the streets of Cleveland, Ohio. Riots, beatings, and stabbings occurred at other Freed concerts. Following a riot in Boston in 1958, rock concerts were banned in several cities and Freed was kicked out of the concert business. Freed, called by Rolling Stone Encyclopedia of Rock "the original Pied Piper of rock flower power age of the 60s and 70s, bands like The Who, Led Zeppelin, Black Sabbath, The Doors, Deep Purple, Blue Oyster Cult, and more, had a monumental influence on rock and roll and how people perceived violence. Evidence of this can be collected right off the soundtracks. For example, Black Sabbath, performed by Black Sabbath, has this portion from the song: Pit black shape with eyes of fire ...

How to Further Your Writing Name

How to Further Your Writing Name Its simple. Each and every single day you promote yourself. For instance: 1) Write a guest blog post and pitch it. 2) Leave deep, well-written, intelligent replies on other blogs demonstrating who you are and how personable you are. 3) Do a signing anywhere (if you write books). 4) Post on social media something related to your brand or writing. 5) Find mentors on social media and connect with a post. 6) Send review copies (if you write books). 7) Connect with a local bookstore (if you write books). 8) Connect with a library. Join the Friends of the Library. 9) Attend a library event. 10) Volunteer an event at the library (regardless what you write). 11) Attend someone elses signing and give them (just them, not the audience) your book or business card. 12) Join the Chamber of Commerce and send them an ad. 13) Attend a writers group. 14) Attend a Chamber or public event and give out your card. 15) Start a biweekly or monthly newsletter. 16) Create an email signature block about your writing. 17) Host a book party at your home. 18) Connect with an area book club and send a copy of your book. 19) Write a feature for the local paper. 20) Write a feature and pitch it to a local magazine. 21) Write reviews for other authors, emailing them with a copy of the review and a thank-you for writing the book. 22) Attend a writers conference and connect with ten authors. 23) Never leave home without your business cards. Give one out per day. 24) Ask a school if you can make a presentation. 25) Contact your local community center and ask about making a presentation. 26) Send postcards to your community make them simple and professional. 27) Send a press release to your local television station  to the specific journalist who does human interest pieces. Make the press release about a topic other than the fact you write or have a book. 28) Be seen writing. 29) Write AUTHOR in any place that asks for your profession. 30) Tell someone you are an author, and have answers for those standard questions of What do you write?, Where can I buy your books?, and How can I become published, too? Do not waffle. Own being an expert. Keep a calendar. Each day you promote yourself in any way, cross it off with a big red X. Be honest. And when you dont, leave it blatantly blank. Develop the habit of self-promotion. The point is to become that person everyone recognizes as that writer, not just someone who sometimes writes.

Economic Geography Op-Ed Essay Example | Topics and Well Written Essays - 1000 words

Economic Geography Op-Ed - Essay Example For me, there is now a perceived contradiction between the assumed mobility of young workers and lack of initiative to involve the mobility option in their own career planning. Why is that? In order to engage in a stay abroad mentality, the employee must have certain characteristics to be a certain type. He must show, motivated, confident and optimistic approach to the new tasks initiative. The ability for reflection and abstraction let him also before long phases abroad conditional planning not shrink. So why so little initiative? My Op-Ed commits to be an eye opener to state governments, corporate managements, career developers, employees and employers, on what must be done to globalize and popularize labor mobility. The arguments have been developed in point forms, for clarity and objectivity. †¢ Reduce administrative and procedural requirements, including by examining the feasibility of a GATS visa. A GATS visa would a clear distinction between entering the country in connection with Mode 4 and allow for a permanent residence aspiring immigrants, what a) to reduce administrative costs and speed up the processing of applications and approval, b) to limit the fees on administrative costs and c) would lead to better detection of Mode 4 trades. To the visa knotted safeguards and employer sanctions would abuse and prevent the temporary nature of mode-4-migration (Moreno, 2013). Mode 4 incoming travelers form an identifiable group for migration purposes and whether a GATS visa for the company would provide sufficient attractiveness. †¢ Improvements effective access by regulatory transparency. For this purpose, the following actions are proposed: establishment of focal points ("One-stop-shops") in the member States for granting all relevant information on the entry under Mode 4, mutual consultation the member countries prior to the adoption of new legal provisions relating to mode 4 or provision of additional information.

Public relations and advertising Essay Example | Topics and Well Written Essays - 1000 words

Public relations and advertising - Essay Example The main genre is not to sell products but to provide effective messages or ideas. In such cases the ads look to become as an instrument to stimulate the social awareness in the society (Kolb, 2008). Ads related to social services are much more than simple tokenism. Therefore, such ads should have a sign of professional excellence that motivates people towards action. Many veterans marketing and PR professionals have also emphasized upon the fact that it is very important to make sure that ads have an agreed statement which can generate specific and if possible actions (Wenderoth, 2009). Challenges Just like any other medium of mass communication ads and public relations also have certain negative aspects. In the competitive market the advent of various ad agencies along with the arrival of the billions of products, ideas or services to satisfy the needs of the clients. As a matter of fact this seemed to have become the most important objective of the marketers. Various cases of misl eading and false information in ads have been found (Burgemeister, 2003). However, the issues of the false information can have serious consequences in case of educational and public services. Education is lot more different from other products and services. People would indulge in getting education throughout the life and the risks involved while making consumer behavior is immense. Most of the times, the educational institutions use placement and job assistance as the main USPs to attract the students. But many times it has been seen that the promises made by the educational intuitions through the ad and PR campaigns have not been kept. Many times it has also been found that students have been given wrong information regarding the infrastructure and qualification of the... This "Public relations and advertising" essay outlines the differences between this two mediums of mass communication, their roles and issues. People would indulge in getting education throughout the life and the risks involved while making consumer behavior is immense. Most of the times, the educational institutions use placement and job assistance as the main USPs to attract the students. But many times it has been seen that the promises made by the educational intuitions through the ad and PR campaigns have not been kept. Many times it has also been found that students have been given wrong information regarding the infrastructure and qualification of the faculties of the institutions. Another important factor with regards to misleading information has been the university affiliation. On many occasions it has been found that after passing out of the colleges the students have faced problems during job interviews regarding university affiliation. It has been discussed above that th e modern day educational sector has become very competitive. Due to increased demand various players have entered the market. Hence, in order to attract the students the companies are using ads and public relations. However, in order to get more number of students and generate revenue the ethical aspects of ads in case of educational sectors have come across certain degree of damage (Rao, 2010). The government and various social and media organizations have started to keep a close eye on the ad strategies adopted by the educational institutions.

Reading habits Essay Example for Free

Reading habits Essay First of all I would say thank you to our Almighty God for giving me the wisdom and the knowledge in doing this project. To my very intelligent, kind, and very patient Instructor, the Area chairman of the Teacher Education Student, Dr Angelita S. Nagun for giving advices to make this successful. Of course to my supportive and loving Parents, â€Å"Mr Danilo C. Cabato Sr and Mrs Violeta M. Cabato who sacrificed and giving their efforts for me especially for financial things. And to my friends and classmates, cousins, Especially Mr Nesty Esteben, for helping me to do this project and giving me the words of wisdom and  encouragement, all of you thank you so much and God Bless.!! APPROVAL SHEET In Partial fulfillment of the requirements for the degree, Bachelor of Elementary Education, this research proposal entitled â€Å"LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA† has been prepared and submitted by Philip Anthony M. Cabato who hereby recommended for oral examination. Angelita S. Nagun, Ph. D. Adviser Approved by the Committee on Oral Examination Angelita S. Nagun, Ph. D. Chairman Mariluz Segui , Ph. D Ofelia Imatong, MA. ED Member Member Accepted in partial fulfillment of the requirements for the degree of Bachelor of  Elementary Education. CRISTITA C. DULOS, Ph. D. Zenaida U Suyat, Ph. D. Area Chairman, College of Teacher Education Campus Executive Director LEVEL OF READING HABITS OF THE TEACHER EDUCATION STUDENTS OF PSU URDANETA CHAPTER 1 THE PROBLEM BACKGROUND OF THE STUDY Francis Bacon’s off quoted observation that â€Å"reading make the man full† was made almost five Centuries ago, but still rings true today in an age of wireless communication and computer technology. Educators have expounded on the significance of reading in enhancing individual development and Cultural awareness. Whether pursued us as a pastime or as a means of furthering one’ education,  for both reading keep us aware of what is going around us. It enforces us of what took place in the past affords us glimpses of what will happen in the future. The world of one who reads in necessarily wider than that of the other who does not. It is on the forgoing premise that the literate populace, especially the youths, are argued to devote more in readings broaden their mental horizon increase their awareness of the environment, and be abreast of the chances in modern society Reading is a very important issue which is not only about enjoyment but a necessity: basic tool of education (Makotsi, 2005). The impact of reading in people lives is extraordinary widespread. A reader can learn new skills, can become a more knowledgeable person of the whole world, and he can be stimulated to both thought and emotion. One should read books and other materials to acquire knowledge. If the reading habits is not inculcated among the student community, the school of knowledge will go in vain. The hour is come for the student community to rise up and read books. So it is found necessary to study about the reading habit to the student especially to the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN. The TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN are now having a problem as regards to their reading habit. As the researcher observed, many of the TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS are reading only when they are told to do so and when examination or quizzes are coming. This study will conduct to help the students and encourage TEACHER EDUCATION STUDENTS OF PSU URDANETA, URDANETA CITY CAMPUS to determine the level of reading habits and to help them determine to themselves if they have good or poor reading habits. STATEMENTS OF THE PROBLEM. The study will seek to determine the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015 Especially, this study will sought to answer the following questions. What is the Demographic Profile of TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN A. Y. 2014-2015. a. Age b. Sex c. Parents Educational Attainment; and d. Family Income What is the Level of Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA, CITY PANGASINAN as measured by the Likert Scale questionnaire when group in terms of: a. Age b. Sex c. Parents Educational Attainment; and d. Family Income What is the Level Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN as measured of by Likert Scale when group as a whole? SIGNIFICANCE OF THE STUDY This study will be focusing on the Reading Habits of the TEACHER EDUCATION STUDENTS OF PSU URDANETA CAMPUS, URDANETA CITY PANGASINAN and deemed to benefit several factors. INSTRUCTORS. Teacher may be able to realize that they have the ability to motivate and encourage students to read. STUDENTS. The researcher will help the students know their level of Reading  Habits and for them to be aware to themselves if they have good and poor Reading Habits. PARENTS. Parents may be able to realize that they have a certain influence to make their children read and make it one of their Habits. RESEARCHER. The whole process of the research will serve as a training on how to become an effective and efficient teacher. SCOPE AND DELIMINATION OF THE STUDY The research study will conduct to the TEACHER EDUCATION STUDENTS OFPSU URDANETA CAMPUS , URDANETA CITY PANGASINAN during Second Semester of A. Y. 2014-2015. DEFENITION OF KEY TERMS The following terms are defined lexically and operationally to provide a  common understanding of terms in the study. READING. In this study, it is thee cognitive process of understanding a written linguistic method. It also means the action or practice of a person who reads. HABIT. In this study, it is a tendency or disposition to act in a particular way. It also means an established custom, usually practice. READING HABITS. Reading Habits refers to the behaviour which express likeness of reading of individual types of reading and tastes of reading. (Sangkeo, 1999) In this study, it is the creation of a strong desire to read that continues throughout the student’s life. LEVEL. It is a position on a real or imaginary scale of amount, quantity, extent or quality. As used in this study, it refers to the degree or standing of the TEACHER EDUCATION STUDENTS for their reading habits. CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a brief discussion of relevant and selected literature and studies. This will give the researcher the needed insight and background for discussion and analysis of the finding in this study. It includes Literature and studies reviewed by the researcher which serves as guide and references for the paradigm of the study. RELATED LITERATURE Reading is important for students in general in order to cope with new knowledge in a changing world and technological age. The ability to red is the hearth of self- education and lifelong learning. Reading according to Fatimayin and Lawa(2010), connotes the ability to read well not only English Language and literature text, but also newspaper, magazines, journal, periodical, etc. Reading is a key to a wealth of experience that links people in a way unlimited by distance or time. It provides experience through which the individuals may expand his horizons, identify and develop his  interest while gaining a deeper insight of himself, his fellow human beings and the world generally. Potter (2011) opines that reading fire’s children’s imagination and encourage quick learning as well as widens, expand horizons, and help reader learn about dimes. He further argues that it encourages imagination, curiously and the ability to handle complex ideas. Reading plays a vital role in any worthwhile efforts to learn English. It is also a tool for learning other subjects and a yardstick for measuring academic progress. It is also a through reading that educational objectives can be accomplished. Above all, reading is related to other language skills. Bright and McGregor(1971:3) describe that it has the â€Å" core of the English Language Syllabus† by explaining that the language acquisition of the large extent on reading. It is a gateway to academic success, that is the reason on its importance cannot be overstated. Reading makes way for a better understanding of one’s experience and it can be exciting voyage to self-discover ( Panigrahi and Panda, 1996: Eyre, 2005). According to Deverajan and Gray, as cited in Panigrahi and Panda (1996)0, reading influences the extent and accuracy of information as well as the attitudes,  morals, belief, judgement and action of reading. According to William S. Grey, reading influences the extent and accuracy of information as well as the attitudes, moral beliefs, judgments and action of readers. Books are one of the best tools for training and upbringing. A good book always has a salutary effect on the mind of a reader. It will elevate spirit and thoughts. It will augment his store of knowledge. It is possible that the reading of book might have a deeper impact on the minds of the readers than the other sources of acquiring knowledge. Sometimes, reading brings about a revolutionary change in the outlook  of a person. Reading is the basic foundation on which academic skills of an individual are built, and that has been verified by various studies time and again. Frequent reading is related to the development of sophisticated language structures; higher levels of comprehension, improved word analysis skills, and fluency in significant amounts of voluntary reading are associated with greater interest and skill development (Irving, International Reading Association, 2000). According toChow Chou, 2000, â€Å"a moderate amount of reading will lead to substantial vocabulary gains†. Also in the subject of vocabulary, Parry (1991)  investigated how language learners acquire vocabulary. The subject in her study, whose vocabulary is limited, read very little. She concludes; â€Å"To establish a firm foundation for the vocabulary building to be done in academic courses, we should encourage our students to read as much as they can before they leave our classes† (Parry, 1991:649). RELATED STUDIES Reading habit refers to the behaviour which express the likeness of reading of individual types of reading and tastes of reading ( Sangkaeo 1999). It is a pattern withwhich an individual organizes his or her reading. Similarly, Shen(2000) identifies  reading habits, as how often, how much, and what student read. Researchers in the past decade have devoted efforts to examining learner’s reading habits( e. g. Mokhtari, and Sheorey, 1994). With their endeavours, these researchers have discovered that reading habits are associated with student’s gender, age, educational background, academic performance and professional growth. A good reading habit is necessary for a healthy intellectual growth and play’s a very crucial role in enabling a person to achieve practical efficiency. Furthermore, an individual interest are determine to a considerable extent by the amount he will  read and the intensity with which he will pursue his reading activity. By reading books, onegets confirmation or rejection of one’s own ideas, which makes one think more critically about right and wrong in a society. Reading provides people with a sense of values which enable them to gradually to develop the greatest of all virtues, that is the ability to understand rather than condemn. Books can also be very comforting, especially at times when one doubt’s one’s self and one’s belief. THEORETICAL FRAMEWORK Behaviourist psychology of the 1950’s influenced the Traditional Bottom-up  Approach to reading, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. The main method associated with the bottom-up approach to reading is known as phonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind that allowed the human to  make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically  ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text. Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) calls schemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously filed with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving,  organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure it to accommodate new information as that information is added to the system (Omaggio, 1993). According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e. before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the  reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text— such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. PARADIGM OF THE STUDY  This study shown in Figure 1 in the study next page shows the direction of the study. The Paradigm further shows the demographic profile of the Teacher Education Students. Such as age, sex, parents educational attainment, and family income also respondents with regards to their level of reading habits. Figure 1. Paradigm of the Study The Teacher Education Students Profile in Terms of: Age Sex Parent’s Educational Attainment Family income Level of Reading Habits of Teacher Education Students Age Sex Parent’s Educational Attainment Family Income Figure 1. A paradigm showing the demographic profile of the respondents in  terms of their age, sex, parents educational attainment and family income as well as the levels of reading habits of the respondents. Chapter III METHODOLOGY This chapter presents the research methodology. This contains the research design used, the subjects of the study, sample population, data-gathering instrument, datagathering procedures, and the statistical treatment of the data. Research Design The researcher made use of the Descriptive Survey Method. We will this method through giving our questionnaires to our respondents which are the Teacher-Education students in their most convenient time. The use of the method is to justify by the purpose of the researcher to gather information about the said topic. Respondents The respondents of the study were sixty (60) students. In every section of the Teacher-Education Department of Pangasinan State University from first year BEED and BSED to third year. A random sampling of students in every section was made. Table 1 Presents the distribution of Respondents Course/Section Number of Respondents BEED I 10 BEED II 10 BEED III 10 BSED I 10 BSED II 10 BSED III 10 Total number or Respondents 60 Ten (10) students from every section/course will be select. The chosen  respondents are cooperative and willing to answer the questionnaire. All the respondents in the study will answer the questionnaires in order to find and determine their level of reading habits. Sample Population The researchers will be using random sampling since we are only limited from first year to third year students. Random sampling is the selection of a random sample; each element of the population has an equal chance of being select. The researchers will select the students that belong to the desired course and year level. Data Gathering Instrument The main data-gathering instrument was the two (2) set of survey questionnaires. The first part is intended to gather Teacher – Education students’ background information and the next part is a five-point Likert-Scale Type questionnaire. The questionnaire consisting of items under reading habits that requires the students to rate themselves in terms of scale: 5 – I strongly disagree, 4 – I disagree, 3 – I partly agree, 2 – I agree, 1 – I strongly agree. The researchers made use of the five-point scale likert type test as the main data gathering instrument. The test is made up of 27 questions to be answered by the respondents. Each questions as well as its corresponding options will explain thoroughly. All the  options given are correct except that they differ on the degree on how the respondents answered the questions. Data Gathering Procedure The researchers will personally administer and retrieve the questionnaires to the respondents in the Teacher-Education Department. Assistance from their friends will seek in the administration and the retrieval of the questionnaires in other sections. Data from the questionnaires will be tally and tabulate for interpretation. Statistical Treatment of Data For the profile of the students of this research study, will tally and tabulate in the frequency (f) and percentage (p) table using the formula shown below. P= f/n (100%) Where, P = percentage equivalent f = frequency n = total number of respondents The mean use in describing the language acquisition will determined using the scale below: Mean Scale Rating Verbal Interpretation 4. 20 – 5. 00 Very High 3. 40 – 4. 19 High 2. 60 – 3. 39 Average 1. 80 – 2. 59 Low 1. 00 – 1. 79 Very Low To be able to answer the problem number 2, the Weighted Average Point (WAP) was employed to determine the reading habits level of the Teacher – Education students of the Pangasinan State University – Urdaneta Campus. The following formula used to compare for the Weighted Average Point (WAP). WAP = (f5x5) + (f4x4) + (f3x3) + (f2x2) + (f1x1) N Where: N = total number of respondents WAP = f5 = number of the responses who answered â€Å"I strongly disagree. † f4 = number of the response who answered â€Å"I disagree. † f3 = number of the response who answered â€Å"I partly agree. † f2 = number of the response who answered â€Å"I agree. † f1 = number of the response who answered â€Å"I strongly agree. † Pangasinan State University Urdaneta Campus Urdaneta City, Pangasinan March, 2014 Dear fellow Education Student in Pangasinan State University, May I request you to kindly fill up the attached questionnaire in connection  with my special problem entitled Level of Reading Habits of the Teacher-Education Students of Pangasinan State University year 2014-2015. This will fulfil the requirements for the completion of our subject Introduction to Research. Thank you very much for your kind and cooperation. Very sincerely yours, Philip Anthony M. Cabato BEED II Direction: Please supply the needed information by filling up the given blanks or checking your answer to the questions asked. Name: Sex: Age: Birthday: Course/Section: _____________________ Parents: Father: Mother: 1. Educational Attainment: a. Father: Elementary Secondary. Vocational College b. Mother: Elementary Secondary Vocational College 2. Occupation: a. Father: Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering Dressmaker/ Tailor Technician Lawyer -Teacher Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver Electrician Nurse Housekeep Midwife Mason Dentist Janitor Engineer Farming Architect Labourer a. Mother: Manual Vocational Technical Professional *manual *vocational *technical *professional Laundering Dressmaker/ Tailor Technician Lawyer -Teacher. Carpenter Beautician/ Barber Mechanic Doctor -Employee Baker Driver Electrician Nurse Housekeep Midwife Mason Dentist Janitor Engineer Farming Architect Labourer 3. Family Income: a. Father: _____ Low (P7, 000 below) _____ Average (P8, 000-P10, 000) _____ High (P11, 000 above) b. Mother: _____ Low (P7,000 below) _____ Average (P8,000-P10,000) _____ High (P11,000 above) Self- Assessment Questionnaire for Reading Habits Directions: For each of the following statements, put a check mark on the appropriate column that corresponds to your answer. SCALE RATING 1 I strongly agree 2 I agree. 3 I partly agree 4 I disagree 5 I strongly disagree Statements 1 2 3 4 5 1. When I read books, I feel happy. 2. When I have to read something, I feel anxious. 3. Reading books helps a person learn a language. 4. I read only when I need to find some information. 5. I would rather see a play in a theatre than read the play in a book. 6. I enjoy reading things on the Internet. 7. I enjoyed reading at school. 8. I didn’t enjoy reading at school. 9. I have many books at home. 10. I don’t have much free time for reading. 11. Reading teaches me a lot about life and about people. 12. I get bored in my free time if I don’t have a book to read. 13. I learn more from TV than from reading books. 14. If you want to be well- educated, you must read books. 15. Reading books teaches you things that help you make decisions. 16. I would rather spend money on books than on clothes. 17. I read books only when my teacher tells me I should. 18. I think reading books will be helpful for me in my life. 19. I don’t think reading books will be helpful for me in my life. 20. When I don’t understand something I am reading, it makes me feel less confident about myself. 21. I want to be like my friends, and they don’t read. (If your friends like reading,   don’t answer this question. ) 22. I had a teacher or teachers who enjoyed reading and made me feel I would like to read. 23. My parents encourage/have always encouraged me to read. 24. I think books are too expensive for me to buy. 25. I have a quiet place where I can read undisturbed. 26. At University, I had a quiet place where I could read and study undisturbed. 27. I don’t think books will be important fifty years from now. Bibliography (http://balaibahasa. upi. edu/wp-content/uploads/2011/07/01_Noorizah-R eading_habit-edited. pdf ) (http://www. buzzle. com/articles/importance-of-reading. html).

Biography of Psychologist Alfred Binet :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alfred Binet was a French Psychologist who was born in Nice on July 8, 1857. His father was a physician and his mother was an artist. Before becoming involved in the testing of cognitive abilities graduated from the Lycà ©e Louis-le-Grand and soon became a lawyer. Binet's father wanted him to become involved in the medical field, but Alfred decided not to. While Binet was young he wasn't extraordinarily brilliant, but he still had the willingness to work as hard as possible.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Due to the wealth of the Binet family, it wasn't important for him to study law and therefore he begun reading about psychology during his free time. After publishing his first psychology article, Binet begun working with hypnosis in the Salpà ªtrià ¨re Hospital in Paris. Eventually in 1884 Binet married the daughter of a French embryologist and had two daughters.. Even before making the decision to become involved in the testing, Alfred Binet was already researching cognitive processes with his daughters. Because of his observations of his two daughters and their differences, Binet was able to conclude that there had to be several different categories of intelligence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In 1904 Binet was appointed as a member of the French professional group for child psychology. It was the responsibility of this commission to be able to differentiate the intelligence of those children who were normal and those who needed special care. At this time Binet and his colleague psychiatrist Theodore Simon were able to develop the Binet-Simon intelligence scale. Binet and Simon didn't want their test to be used as an intelligence test, but to actually be used to classify individuals as normal or needing special help. Before the Binet-Simon intelligence scale special children were categorized into three sections: morons (mildest), imbeciles (moderate) and idiots (most severely deficient).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Binet-Simon intelligence scale, which was finally created in 1905, contained problems in an order of increasing difficulty. These items included vocabulary, memory, common knowledge and other cognitive abilities. Binet tests were accepted widely around the world with the exception of France, which basically rejected the test. In In 1908 Binet and Simon revised the test and for each test item, Binet decided whether an average child would be able to get the question right. Thus he was able to differentiate between the chronological age and the mental age of a child. A child's mental age was determined by estimating a child's intelligence through comparison with the scores of average children of the same age. Biography of Psychologist Alfred Binet :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alfred Binet was a French Psychologist who was born in Nice on July 8, 1857. His father was a physician and his mother was an artist. Before becoming involved in the testing of cognitive abilities graduated from the Lycà ©e Louis-le-Grand and soon became a lawyer. Binet's father wanted him to become involved in the medical field, but Alfred decided not to. While Binet was young he wasn't extraordinarily brilliant, but he still had the willingness to work as hard as possible.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Due to the wealth of the Binet family, it wasn't important for him to study law and therefore he begun reading about psychology during his free time. After publishing his first psychology article, Binet begun working with hypnosis in the Salpà ªtrià ¨re Hospital in Paris. Eventually in 1884 Binet married the daughter of a French embryologist and had two daughters.. Even before making the decision to become involved in the testing, Alfred Binet was already researching cognitive processes with his daughters. Because of his observations of his two daughters and their differences, Binet was able to conclude that there had to be several different categories of intelligence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In 1904 Binet was appointed as a member of the French professional group for child psychology. It was the responsibility of this commission to be able to differentiate the intelligence of those children who were normal and those who needed special care. At this time Binet and his colleague psychiatrist Theodore Simon were able to develop the Binet-Simon intelligence scale. Binet and Simon didn't want their test to be used as an intelligence test, but to actually be used to classify individuals as normal or needing special help. Before the Binet-Simon intelligence scale special children were categorized into three sections: morons (mildest), imbeciles (moderate) and idiots (most severely deficient).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Binet-Simon intelligence scale, which was finally created in 1905, contained problems in an order of increasing difficulty. These items included vocabulary, memory, common knowledge and other cognitive abilities. Binet tests were accepted widely around the world with the exception of France, which basically rejected the test. In In 1908 Binet and Simon revised the test and for each test item, Binet decided whether an average child would be able to get the question right. Thus he was able to differentiate between the chronological age and the mental age of a child. A child's mental age was determined by estimating a child's intelligence through comparison with the scores of average children of the same age.

Reflection on My Learning Styles Essay

How do they reflect on my learning? I will try to do my own research for information but will ask others for their opinion whenever necessary. I tend or try to approach things with a constant logic, taking things step by step, considering all factors before coming to any conclusion, trying to leave nothing out. I act thoughtfully but efficiently and try and get on with my learning, taking my time over work to perfect it the best I can. I often question myself, does my work make sense? I may offer interesting ideas and concepts even when it may not be directly relevant at the time, but sometimes get worried when hurried or put under undue pressure. I find it difficult when I’m put on the spot or in the limelight; this makes me feel uncomfortable and pressured, as fast thinking isn’t a strong point. Although this may be more down to a lack of experience of being in this situation. What will this mean for my learning? This means I will take a step back to observe and listen to others, thinking before acting. I take time to explore and prepare between ideas, reviewing what I have learned and coming to a conclusion in my own time. I get my work done by due deadlines required but sometimes find it hard to work under pressure or in noisy areas. I need coaching and feedback at times to point me in the right direction and sometimes need things explained in a simple manner, sometimes in depth. What does this mean for me as a practitioner? I will take my time to think about activates to make sure I have covered all angles and with the experience of how things went. I will come to a conclusion at the end when I have had time to think it back; could I have done that better? Were the children interested? Would they like to repeat the activity again? After being on courses or observing others, if its good idea, I will implement it to my practices and give it a trial as I’m keen to try out new ideas. I will model ideas and take turns in activities. I will take on other people’s points of views without making any judgement, giving direct instructions on how things should be done.

Ecological Systems Theory

From the time a person first enters this world until they taketheir final breath, they go through many changes that will shape their character and determine how they handle situations in their life. Many different psychologists have studied human behavior and why it is that we react a certain way in different circumstances, and ultimately why we behave in the way that we do. Urie Bronfenbrenner developed a model called the â€Å"Ecological Systems Theory† that attempts to explain what factors influence a person’s behavior and which ones have the most impact. The model is broken down into five systems: the â€Å"Microsystem†, â€Å"Mesosystem†, â€Å"Exosystem†, â€Å"Macrosystem†, and â€Å"Chronosystem†. The â€Å"Microsystem† is considered the most intimate or most influential level and it consists of the interactions between the person and their family or their close friends. These influences are bidirectional, meaning that both sides are influenced equally. For example, a child who is very calm and obedient will most likely cause the parent to be calm and trusting of the child. On the other hand, if the parent is very strict and harsh towards the child, the child may feel the urge to rebel against the parent. The â€Å"Mesosystem† essentially represents the connections between the â€Å"Microsystems†. This means that there is more than one factor that influences a situation in one’s life. For example, if a young student is doing poorly in school, it can be due to lack of parent involvement in their academics, or if the parents show interest in the child’s school life at all. Another example of this would be if an employee was not doing well in the workplace, it could be linked back to a fight at home or the lack of communication with a spouse. The next level in the theory is the â€Å"Exosystem†. This system is made up of experiences or factors that do not necessarily contain the developing person but nevertheless have an impact in their life. These factors or experiences can be formal or informal organizations. Formal organizations consist of flexible work schedules or paid maternity or paternity leaves and these circumstances can positively influence the parent-child relationship. Informal organizations can consist of the parent’s social networks, such as close friends or relatives that can offer advice or friendship in the child’s life. These relationships can provide a sense of trust and source of love in the life of the child. This system can also be observed in a way that will affect the child’s life negatively. For example, if the parents do not have close friends or a feeling of acceptance in the community, there has been shown to be an increased risk of child abuse and conflict within the family. The â€Å"Macrosystem† is a much broader system that consists of the cultural values, morals, customs, and resources in the community. An example of this would be if a child attends a private school that closely monitors the behavior of the children and tries to instill moral values, the child might experience a more enjoyable time during their school years. Bronfenbrenner defined the ever-changing nature of a person’s environment to be the â€Å"Chronosystem†. He noted that there were many factors that can influence or change the circumstances of one’s life, which he called â€Å"Ecological Transitions†. â€Å"Ecological Transitions† could be any event such as starting college, getting married, getting divorced, graduating high school or college, becoming a parent, or retiring. All of these instances could be considered â€Å"milestones† in someone ‘s life that can have a major impact in the routine or schedule one is familiar to. For the project, I chose to conduct an interview with my aunt, who is now forty-eight years old. In the interview, I asked her questions that would reveal what or who were the influences in her life and what were the major special events that occurred. I repeated the interview with her twice; the first to ask her about her life at the age of twenty-one and then again at the age of thirty-six. I found that it was very interesting to interview my aunt about her experience at the age of twenty-one, only two years older than I am now. I tried to compare her influences, concerns, and experiences with mine and found that we are similar in many ways I was not aware of, but also very different in others. There were many factors in my aunt’s life that influenced where she is today in her life. When she was twenty-one, in the â€Å"Microsystem† level, three people that truly influenced her life at the time were my grandparents, Mimi and Papa, and my great grandmother, Mamette. My aunt was extremely close to Mamette, and confided in her in many ways. Since all three were members of her close family, they would be considered part of this system and very crucial to her development at the time. My aunt told me after she graduated from college all she wanted to do was party and not find a job, and I found that these factors and this mindset were part of the â€Å"Mesosystem†. The fact that she was partying all the time, or her social life, was hindering her from finding a job and moving on from her college days. Since the â€Å"Mesosystem† is essentially factors that influence other factors or circumstances, the fact that she had recently graduated from college made her feel like she had the right to party and not find a job. Another factor in her lack of diligence toward finding a job was that her parents did not put a lot of pressure on her to do so. Along with factors in the â€Å"Microsystem† and â€Å"Mesosystem†, the â€Å"Exosystem† in her life consisted of many influences that played a role in the crisis of no motivation and partying all the time. One factor in this system was that many of her friends were getting jobs after they graduated college, and she knew that she should be searching for one, but the motivation was not there. Another factor was that she may have felt that she deserved to â€Å"have some time off† after working so hard in college. These examples are forms of informal organizations in the â€Å"Exosystem†. An example of a formal organization was that she applied for a job with the IRS and she was waiting for them to call her about her application. She jokes during her interview that she would still be in that stage if she didn’t look for another job until the IRS called her back because its been twenty-seven years and they still haven’t called! The â€Å"Macrosystem† played a role in her development at that time also. She mentioned how life just seemed more â€Å"laid back† and â€Å"carefree†; times were easier and there was no terrorism (that she knew of). The culture was also more wholesome than it is now and the moral values of the country were at higher standards. One strain of the country and the economy was the oil crisis that erupted during the 80’s. She remembers expensive gas and oil, and that the economy was not very strong during that time. As she reflected on this time of her life, she says that there were experiences during that time of her life that have an impact on her life now. Sometimes she wishes she could go back to that time of fun and â€Å"no worries†, but what was most important about that time of her life was the friendships she made. She’s learned life is not about a job, money, or objects, but about the relationships one makes along the way. She has recently gone through a divorce, and she says that she could have never made it through that hard time without the friends she made in high school, college, her sorority, or even in the past couple years. The â€Å"Chronosystem† encompasses changes over time and how one develops over a lifetime. Her reflection and the amount she has grown as a person in the last couple decades is an example of the way a human can change and mature in this particular system. Next, I interviewed my aunt about her life when she was thirty-six years old and lived in Houston, TX. She described this time as some of the best years of her life. Her son, Mike, was six years old and her daughter, Stacey, was only three. She reminisced about the neighborhood bar-b-ques, pig roasts, her amazing church, the kid’s summer camp, and great friends. During the interview I could tell that she truly longed to go back to this time. Her â€Å"Microsystem† level consisted of her best friends, Dana and Diane, and her Bible Study Fellowship leader, Gloria Day. These people truly shaped her life at the time and she was explaining how they still have an impact on her now. Just the other day she talked to her friend, Dana, about her divorce, and she can see just how important these influences are in her life. The â€Å"Mesosystem† at this time consisted of the influence of the guidance she acquired in Bible Study Fellowship that helped her to be a better mother and spouse. Also, her church served as an outlet for her to find good friends that would hold her accountable and provide advice and companionship when she needed it most. In the â€Å"Exosystem† there were many areas in her life that socially provided experiences and interactions that would influence her at the time. The formal organization of this level was the fact that she was a stay-at-home mom, giving her more time with her children and the ability to focus on being the best mother she could be. Another example of an informal organization would be her Bible Study Fellowship. Here she could make friends with the same beliefs and morals, and really gain a group that would provide great stability and accountability. The â€Å"Macrosystem† during this time consisted of a stimulated economy, the price of gas was cheap, and, again, there was no fear or worry of terrorism. She noted how practically everyone in her neighborhood was an engineer. The stress that we now experience today of terrorist attacks and a failing economy was not present. I once again asked to reflect on her life at that time, and see how her experiences then have influenced her life now. This answer came to her much easier than when I asked her about the influence of her experiences when she was twenty-one. Her involvement in Bible Study Fellowship showed her how to have a relationship with Jesus Christ, and how to apply her study of the Bible to real life. Her leader, Gloria Day, truly inspired her to grow in her walk with God and rely on Him for everything. She revealed in the interview how she had been going through some very tough times, and if she did not have the information she learned through Bible Study Fellowship, she would not have had the same optimistic and hopeful view of her struggles now. Over time, her walk with the Lord has gone through times when she was very close with Him, and times when she was not. In the â€Å"Chronosystem†, her relationship with God and her spiritual beliefs have been the defining factor of her inner strength as a person. Along with her relationship with God, many major events, or â€Å"ecological transitions†, occurred from the time that she was twenty-one and thirty-six. For example, she found a job, got married, became a parent, and moved. All of these events can have an influence on one’s character and well-being. They can have a â€Å"rippling effect† in someone’s life, influencing many parts during one time. My aunt recalled that she absolutely hated moving, and they would stay in the same place for about three years. She said the first year was always the hardest, the second year was better, and the third was when they were finally settled but then my uncle would have to move again for his job. The moving process always took a toll on her family and kids, never truly establishing a place for them to call â€Å"home†. Another â€Å"ecological transition† for her during this time was getting married. Marriage is definitely an adjustment and her decision in the man she chose to marry may not have necessarily been the right one. Nevertheless, changes that one experiences in their life require adjustment, or an â€Å"ecological transition†. The â€Å"Microsystem†, â€Å"Mesosystem†, â€Å"Exosystem†, â€Å"Macrosystem†, and â€Å"Chronosystem† are the ecological systems in our lives that influence our character, morals, and decisions. From the time my aunt was twenty-one to thirty-six, the influences in her life changed drastically. Instead of being influenced by her parents and grandmother like when she was younger, she was more independent from her family and her close friends and studying God’s word had the most impact on her. Right after she graduated from college, she was not focused on â€Å"growing up† or finding a job, but mostly on partying and having a good time. She matured greatly when she started a family, as she became more focused on others rather than herself. Virtually everything in her life changed when she had children, from her schedule to her priorities. As the influences and events in my aunt’s life changed over the years, so will mine when I am older. My ecological systems will always be transforming as I graduate college, get married, and eventually have children. Right now my life is focused around what is best for me; my education, social life, and health. I am still dependent on my parents for guidance and support, but I am beginning to lean more on God’s will for my life and trusting in Him rather than advice from other people. After I graduate my â€Å"Mesosystem† will change, along with my â€Å"Exosystem†, â€Å"Macrosystem†, and â€Å"Chronosystem†. By acquiring the knowledge of how factors influence an individual, I will be able to truly examine what those factors are in my life and decide which are in my best interest. In conclusion, Studying Bronfenbrenner’s Ecological Systems Theory was very interesting and I feel it will be very helpful to know in my future teaching career. When a child is misbehaving and is not performing to their best ability in school, I can look into their home life and see if there are any distractions or added stresses that could be hindering their academic performance. Also, I hope to provide a source of guidance and comfort for my students that extend past the realm of academics, but can better them as a person in the long run. Urie Bronfenbrenner was a brilliant man whose research and theories can help people have a better understanding about the influences in their lives and how to use them to their full advantage. Ecological Systems Theory Despite previous theories, Erie Brotherliness's ecological systems theory continues o be one of the most comprehensive theories used to better understand human needs. That Is why it has become Increasingly Important to be able to recognize the key concepts of the ecological systems theory and to be able to Identify what characteristics set this theory apart from other theories. Once this level of competence is achieve, workers should be able to identify what kind of problems and/or clients this theory would be helpful with.This skill can only be mastered by understanding every detail of the ecological systems theory. Discussion According to Whooper, Rooney, Dewberry Rooney, Storm-Gottfried, and Larsen (2010), the ecological systems theory suggests that Individual engagement with other human beings (niche) and systems within the environment (habitat) are two of the most influential factors that determine human needs. This is because both factors reciprocally influence each other (2010 ).For instance, a change in a person's environment typically changes the kind of people that person interacts with and the type of resources that person has access to. If I decided to move from the projects to he suburbs, I would be exposed to a new community. My new community will allow me to network with people who I might not have had the opportunity to network with when I lived In the projects. My move from the projects to the suburbs could also provide me with access to more resources such as libraries and jobs.A change in a person's niche or habitat can be positive or negative. The ecological systems theory makes it clear that it is desirable to have a positive and well-balanced niche and habitat. This Is because â€Å"the satisfaction of human needs and mastery of placement task require adequate resources In the environment and positive transactions between people and their environment† (Whooper, Rooney, Dewberry Rooney, Storm;Gottfried, and Larsen, 2010, 16).For examp le, a person who aspires to be a phenomenal business leader would be better prepared to take on that role if he or she had access to superior educational institutions and positive interaction with individuals who are already in this type of position. This is because the educational facilities can provide valuable knowledge to that Individual and the exposure to other traders can open up hands-on learning opportunities. Now Image If there were gaps In any AT ten above resources or negative Interactions Ana now tense gap could hinder that individual's needs and development.This notion that a person's life circumstances are based on individual interactions and different layers of his or her environment is what set the ecological systems theory apart from other theories. This is because, historically, theorists have only used one of the two variables to understand different aspects of human life. The ecological systems theory is helpful on both the micro and macro level of social work. For a clinical social worker, the ecological systems theory is the most helpful in phase one of the helping process.During this phase the worker explores client needs, assesses contributing factors, and devises a plan of action to help meet client needs. Taking an ecological system's approach to this phase will allow the worker to create a more accurate profile of client needs, help to determine what environmental absentees may be causing certain needs, determine individuals who may be costively or negatively contributing to client needs, and to determine what actions need to take place to help bridge the gap between client's habitat and niche.Personally, the ecological systems theory appears to be an ingenious approach to the field of social work. It is very advantageous because it forces the worker and the client to create an all-inclusive picture of the client's reasons for needing a social worker. As human being we have a tendency to identify a single factor as the cause of all of our problems. The ecological system perspective is helpful in extending our coal point.Applying this theory would be the most beneficial to me when I am working with clients who are having difficulties meeting certain needs because of a lack of resources or with clients who have a drug abuse problem. I identify drug abuse clients because these types of clients typically use drugs as a coping mechanism to deal with some of their relationships or current living situations. Conclusion In closing, the ecological systems theory is one of the best theories to apply when attempting to assess human needs.

French Verbs That Take Être as Auxiliary Verb

French Verbs That Take Être as Auxiliary Verb An auxiliary verb, or helping verb, is a conjugated verb used in front of another verb in compound tenses in order to indicate the mood and tense of the verb. In French, the auxiliary verb is either avoir or à ªtre. All French verbs are classified by which auxiliary verb they take, and they use the same auxiliary verb in all compound tenses. Most French verbs use avoir, fewer use  Ãƒ ªtre.  The following is a list of verbs (and their derivatives) that require à ªtre: aller  Ã‚  to goarriver  Ã‚  to arrivedescendre  Ã‚  to descend / go downstairsredescendre  Ã‚  to descend againentrer  Ã‚  to enterrentrer  Ã‚  to re-entermonter  Ã‚  to climbremonter  Ã‚  to climb againmourir  Ã‚  to dienaà ®tre  Ã‚  to be bornrenaà ®tre  Ã‚  to be reborn, born again)partir  Ã‚  to leaverepartir  Ã‚  to leave againpasser  Ã‚  to passrester  Ã‚  to stayretourner  Ã‚  to returnsortir  Ã‚  to go outressortir  Ã‚  to go out againtomber  Ã‚  to fallretomber  Ã‚  to fall againvenir  Ã‚  to comedevenir  Ã‚  to becomeparvenir  Ã‚  to reach, achieverevenir  Ã‚  to come again, come back These are all intransitive verbs that communicate a certain kind of movement. You do get used to these verbs over time and one day youll be able to sense whether to use à ªtre or avoir without even having to think about it.  1. In addition to the above, all pronominal verbs use à ªtre as the auxiliary verb:  Ã‚  Ã‚   Je me suis levà ©.  Ã‚  I got up.  Ã‚  Ã‚   Il sest rasà ©.  Ã‚  He shaved.2. For all verbs conjugated with à ªtre, the past participle has to agree with the subject in gender and number in all of the compound tenses ( learn more):  Ã‚  Ã‚   Il est allà ©.  Ã‚  He went.  Ã‚  Ã‚   Elle est allà ©e.  Ã‚  She went.  Ã‚  Ã‚   Ils sont allà ©s.  Ã‚  They went.  Ã‚  Ã‚   Elles sont allà ©es.  Ã‚  They went.3. Verbs are conjugated with à ªtre because they are intransitive (have no direct object). However, six of these verbs can be used transitively (with a direct object), and when this happens, they need avoir as the auxiliary verb. Mnemonic Devices for Learning tre Verbs: Dr and Mrs Vandertramp There are  certain French verbs  which require  Ãƒ ªtre  as the auxiliary verb in the  passà © composà ©Ã‚  and other compound tenses, and students sometimes have a hard time remembering them. There are 14 common verbs plus numerous derivatives which take  Ãƒ ªtre, and their derivatives usually do too. For example,  entrer  is an  Ãƒ ªtre  verb, as is its derivative  rentrer. Generally speaking, all of the verbs indicate a particular kind of movement, either literal or figurative - lesson on à ªtre verbs.   Intransitive verbs One very important thing to remember is that verbs only use  Ãƒ ªtre  when they are intransitive (do not have a direct object): Je suis passà © huit heures  vs  Jai passà © la maison.Je suis montà © avant lui  vs  Jai montà © la valise. I can promise you that eventually you will instinctively know which verbs take  Ãƒ ªtre, but in the meantime, you might want to try one of these mnemonic devices.   La Maison dtre The French teach  Ãƒ ªtre  verbs with a visual:  La Maison dà ªtre. Draw a house with a door, stairs, windows, etc. and then label it with the  Ãƒ ªtre  verbs. For example, put someone on the stairs going up (  monter) and another going down (  descendre).There are three acronyms that are commonly used to remember  Ãƒ ªtre  verbs. Strangely, none of them includes  passer, which is an  Ãƒ ªtre  verb when used intransively.   DR MRS VANDERTRAMP This is perhaps the most popular mnemonic device for  Ãƒ ªtre  verbs in the United States. Personally, I find DR MRS VANDERTRAMP redundant since it includes some derivatives, but if it works for you, go for it. DevenirRevenirMonterResterSortir VenirAllerNaà ®treDescendreEntrerRentrerTomberRetournerArriverMourirPartir ADVENT Each letter in ADVENT stands for one of the verbs and its opposite, plus one extra verb, for a total of thirteen. Arriver - PartirDescendre - MonterVenir - AllerEntrer - SortirNaà ®tre - MourirTomber - ResterRetourner DRAPERS VAN MMT13 Each letter in DRAPERS VAN MMT stands for one of the 13 verbs. DescendreResterAllerPartirEntrerRetournerSortir VenirArriverNaà ®tre MourirMonterTomber -13  total verbs Tips From Teachers On the  Profs de franà §ais forum, some teachers stated that acronyms dont work - their students remember the letters, but not the verb each one signifies. So they use music or poetry to help students learn and remember à ªtre verbs: 1.  I have the students sing the  past participles  of the verbs to the tune of Ten Little Indians. Its a good way to remember which verbs take  Ãƒ ªtre, plus it helps them remember the irregular past participles: allà ©, arrivà ©, venu, revenu,entrà ©, rentrà ©, descendu, devenu,sorti, parti, restà ©, retournà ©,montà ©, tombà ©, nà © et mort. 2.  I have my students memorize the verbs in a specific order: the 8 -er verbs, which they can learn in about 2 minutes in class. Next is  descendre, because its the opposite of  monter. Then the -ir verbs, the  venir  family, and the beginning and end of life.  Passer par  brings up the grand finale. Most classes can learn them all in less than 5 minutes. And then I put it all together into a little poem: Aller, arriver, entrer, rentrer, rester, retourner, tomber, monter,descendre,partir, sortir,venir, devenir, revenir,naà ®tre, mourir, et passer par.Ces dix-sept verbes sont conjuguà ©s avec le verbe à ªtre au passà © composà ©. Yà ©Ã‚  ! Sometimes I do it in a sing-song voice or rap it. Ive been known to put on a pair of shades; it seems to make an impression and get them all into it. My students seem to be able to remember this order with no difficulty whatsoever, and I see them scanning their quizzes, silently reciting the order of verbs, marking an asterisk next to the ones that need  Ãƒ ªtre, and being quite successful. When I have had those students in more advanced classes through the years, they have remembered my formula. If they slip, all it takes is a gentle reminder:  Aller, arriver...  and to have them all join in to reinforce the verbs. Ive run into students many years later who could still recall them all and wanted to recite them for me. tre Verbs Used Transitively Verbs that require  Ãƒ ªtre  in the  passà © composà ©Ã‚  and other compound tenses are intransitive - that is, they have no direct object. But some of them can be used transitively (with a  direct object), and when this happens, these verbs need  avoir  as the helping verb. In addition, there is a slight change in meaning. descendre Il est descendu.  - He went down(stairs).Il a descendu lescalier.  - He went down the stairs.Il a descendu la valise.  - He took the suitcase down. monter Il est montà ©.  - He went up(stairs).Il a montà © la cà ´te.  - He went up the hill.Il a montà © les livres.  - He took the books up. passer Je suis passà © devant le parc.  - I went by the park.Jai passà © la porte.  - I went through the door.Jai passà © une heure ici.  - I spent an hour here. rentrer Je suis rentrà ©.  - I came home.Jai rentrà © les chaises.  - I brought the chairs inside. retourner Elle est retournà ©e en France.  - She has returned to France.Elle a retournà © la lettre.  - She returned / sent back the letter. sortir Elle est sortie.  - She went out.Elle a sorti la voiture  - She took the car out. Repeating French Auxiliary Verbs - Avoir and tre When using more than one verb in the  passà © composà ©Ã‚  or another compound tense, you can - but do not always have to - repeat the auxiliary verb in front of each past participle. Whether you have to repeat the auxiliary depends on whether the main verbs take the same auxiliary verb. If they are all  avoir  verbs, all  Ãƒ ªtre  verbs, or all pronominal verbs, you dont need to include the auxiliary in front of each one. Verbs With the Same Auxiliary When you want to say I ate and drank, you need to consider the auxiliary verb that  manger  and  boire  require. Since they both take  avoir, you can leave off the auxiliary from the second verb: Jai mangà © et bu Or you can repeat the auxiliary, with or without the subject pronoun:  Ã‚  Ã‚  Ã‚   Jai mangà © et ai bu orJai mangà © et jai bu To say I left at noon and got home at midnight, you need  Ãƒ ªtre  for both verbs, so you dont need to repeat the auxiliary: Je suis parti midi et rentrà © minuit But you can also say: Je suis parti midi et suis rentrà © minuit  or  Ã‚  Ã‚  Ã‚  Je suis parti midi et je suis rentrà © minuit The same basic rule applies when youre using only pronominal verbs, as in I got up and got dressed:  Ã‚  Ã‚  Ã‚   Je me suis levà © et habillà ©. However, if you want to repeat the auxiliary of  pronominal verbs, you must also repeat the  reflexive pronoun: Je me suis levà © et me suis habillà ©Je me suis levà © et je me suis habillà ©xxx  Je me suis levà © et suis habillà ©Ã‚  xxx Verbs With Different Auxiliaries When you have a sentence with verbs that need different auxiliaries, or with a mix of pronominal and non-pronominal verbs, you are required use the various auxiliaries in front of each verb. You may also repeat the  subject pronoun:   I worked and went to the bank. Jai travaillà © et suis allà © la banqueJai travaillà © et je suis allà © la banque I got up and went downstairs. Je me suis levà © et suis descenduJe me suis levà © et je suis descendu He ate, left, and went to bed early. Il a mangà ©, est parti et sest couchà © tà ´tIl a mangà ©, il est parti et il sest couchà © tà ´t​ Verbs With Some of the Same Auxiliaries If you have some  verbs with one auxiliary  and some verbs with another, you can still drop the shared auxiliaries when they are alone in the clause (that is, when the clause has only  avoir  verbs,  Ãƒ ªtre  verbs, or pronominal verbs): On a dansà © et chantà ©, et puis (on) est allà © une autre boà ®te We danced and sang, and then went to another club  Ã‚  Ã‚  Ã‚   As-tu fait ton lit et nettoyà © ta chambre, ou tes-tu douchà © et habillà ©Ã‚  ? Did you make your bed and clean your room, or did you take a shower and get dressed?   When in doubt... Remember that its never wrong to repeat the auxiliary verb (though overdoing it can make your French sound a bit stilted). But it is wrong not to use the different auxiliaries if you have different types of verbs.

The Use of the Modifier More in English

The Use of the Modifier More in English The modifier more is commonly used in English in a wide variety of situations. You are probably familiar with the use of more in the comparative form, but there are other uses as well. Below you will find explanations of each of the different ways more is used to modify nouns, as well as in the comparative form and as an adverb. More is different than (the) most which you can learn about on this page dedicated to the uses of most in English. Comparative Form The most common use of more is in the comparative form. More is used with adjectives of more than one syllable - with the exception of adjectives ending in y - to express that there is more of a particular quality. Notice that the opposite less is also used in a similar manner to indicate that there is less of a particular quality (This hike is less dangerous than the one we took last week.) Examples: My history class is more interesting than my math class.New York is more expensive than Seattle to visit. More Noun Determiner More is placed before a noun as a determiner to state that there is more of something. However, it is important to note that the preposition of is not used when speaking in general. Remember that the plural form is used when speaking in general about countable items or people (There are more students this year). When speaking about uncountable objects, use the singular form (We need more rice). Examples: Its important to eat more fruit in your diet during the summer.There are more books to read in the next room. More of Determiner Noun More of is used with articles and other determiners when speaking about a particular thing or group. This is true for people as well as for objects. Remember that the is used to indicate a specific object that both the listener and the speaker understand, whereas a is used to speak about something listeners do not which specific instance is referred to. Examples: He is more of a thinker than you might realize.Ill have to use more of this class to explain the present perfect. More Alone In some instances, its clear which noun more modifies. For example, in a restaurant, a waitperson might ask you if you would like more referring to coffee, water, etc. If the context is clear the noun may be dropped. Examples: Would you like more? - Sure, Id love more. (Mom talking to a child concerning cake)I wish I had more, but the economy is tough these days. (Friend talking about money) Number More Noun Infinitive A number used with more followed by a noun and an infinitive expresses that how many/much more there are/is to do of a certain task. One more ... to do can be substituted with another ... to do. Examples: There are three more tests to correct today.Jennifer needs two more credits to graduate. More as Adverb More can also be used as an adverb to indicate an increase in an action or feeling. The opposite of this form is less (i.e. I like him more every day. OR I like him less every day.) Examples: I like him more each time I see him.She wants more every time I talk to her. More and More The comparative phrase more and more before an adjective is used to state that something or someone is increasingly becoming a certain way. In other words, when stating that there is a growing tendency towards something use the phrase more and more before an adjective. The opposite of this phrase is less and less to indicate that something is decreasing (i.e. Its getting less and less expensive to buy a computer.) Examples: Its becoming more and more difficult to find a job.Peter is getting more and more nervous about his final exam.