Kill A Mockingbird A Loss Of Innocence - 1166 Words

Have you ever experienced an event that changed your opinions or feelings towards a certain thing? This was the case of Jean Louise or Scout in the novel To Kill a Mockingbird. Scout shows a loss of innocence throughout the novel as she is faced with the case of Tom Robinson, which impacts her life as a whole by making her realize that not everyone is like Atticus. At the beginning of the Robinson case Scout shows little maturity. As a result of this she gets into an abundance of trouble at school and home. To illustrate this Scout states that Before the first morning was over, Miss Caroline Fisher, our teacher hauled me up to the front of the room and patted the palm of my hand with a ruler, then made me stand in the corner†¦show more content†¦This is shown in the scene where Scout is being teased by Cecil Jacobs because Atticus is defending Tom, Scout states in this scene that My fists were clenched and I was ready to let fly (Lee 74). Although Scout was tempted to fight Cecil she did not because she made a promise to Atticus that she would stop fighting. Scout s actions throughout these scenes show how she is beginning to mature. Although Scout shows development in her maturity she is still lacking in it. This is seen all throughout the scene of her cousin Francis stating If Uncle Atticus lets you run around with stray dogs, that’s his own business, like Grandma says, so it ain t your fault if Uncle Atticus is a nigger-lover besides, but I m here to tell you it certainly does mortify the rest of the family-- (Lee 83). Scouts loses all sense of her actions in this point in time and pounce on Francis but he just manages to escape her grasp and escape to the kitchen, so Scout sits on the steps and waits for him. A few moments later Aunt Alexandra comes in and asks what is going on, and Francis says that Scout is holding him hostage and says that she beat him up, but Scout shows a lot of maturity by owning up to her actions and not lying to Aunt Alexandra. Scout s maturity has really started to develop as she is faced with the judgements of others during the Robinson case. Towards the end of the Robinson case we see Scout s maturity has progressed tremendously. Scout is beginning toShow MoreRelatedLoss Of Innocence In To Kill A Mockingbird Essay721 Words   |  3 Pagesvalue of innocence and integrity but he who has lost them† In this quotation, The unknown writer explains that innocence has such great value and no man knows the importance of it except those who has lost them. In To Kill a Mockingbird, By Harper Lee, There are three different characters that are portrayed as Mockingbirds. In To Kill a Mockingbird, The Mockingbird represents Loss of innocence. Three characters that are Mockingbirds are Jem finch, Boo radley, and Tom Robinson. First of all, Loss of innocenceRead MoreThe Loss of Innocence and Maturity in to Kill a Mockingbird2128 Words   |  9 PagesThe Loss of Innocence and Maturity in To Kill A Moc kingbird Harper Lee’s Pulitzer Prize-winning novel, To Kill a Mockingbird details the life and experiences of two children in a small town of Alabama. It describes how a series of events shakes their innocence, shaping their character and teaching them about human nature. In her novel, Lee demonstrates how these children learn about the essentiality of good and evil and the existence of injustice and racism in the Deep South during the 1930sRead MoreLoss of Innocence in Raisin in the Sun and To Kill a Mockingbird1974 Words   |  8 Pages Recently, I have read both a Raisin in the Sun and To Kill a Mockingbird, both considered literary classics. They share a number of similar themes and character that face similar situations. Ultimately, they have extremely different plots, but address the same issues; some that were common around the time they were published, and some that carry relevance into current times. What I wish to bring to light in this essay is that in both novels, there are many characters that lives’ hit a shatter-pointRead MoreMaturity And Personal Growth Often Appear Through The Experience1628 Words   |  7 Pagesfailures, tragedies, and most importantly, the loss of childhood innocence. Harper Lee’s novel, To Kill a Mockingbird presents the ideas of coming of age and the loss of innocence while the Great Depression was occurring in the 1930s. Racism and gender inequality were widespread issues during this time period which gave rise to the Civil Rights Movement. To Kill a Mockingbird t eaches its readers that the coexistence of tragedy and the loss of innocence affect personal growth through the way in whichRead MoreInnocence in to Kill a Mockingbird935 Words   |  4 PagesInnocence, or the loss of innocence, is a theme that permeates many great works of literature. To Kill a Mockingbird by Harper Lee is no exception. The novel compares many of its characters to mockingbirds, a symbol of pure innocence. Two of the most prominent of the novel’s mockingbirds are Tom Robinson, a black man wrongly accused and convicted of rape, and Boo Radley, an outcast from society who spends his days like a hermit locked up in his house. Tom provides something beneficial to societyRead MoreWhy Is Innocence Becomes Experience?1225 Words   |  5 PagesIn To Kill A Mockingbird there are several reason why innocence becomes experience. Phys.com stated â€Å"Between ages 5 and 11, the researchers found, children become aware that many people believe stereotypes, including st ereotypes about academic ability. When children become aware of these types of bias about their own racial or ethnic group, it can affect how they respond to everyday situations.† This shows that Scout and Jem are in a time of their lives when racism will take effect. Not only becauseRead MoreIt s Kill A Mockingbird, By Harper Lee1013 Words   |  5 Pages2014 It’s a Sin to Kill a Mockingbird Harper Lee’s novel To Kill a Mockingbird, is a story that takes place in the south of the U.S in the 1930’s during the time of the great depression when racism was at it’s highest. To kill a mockingbird is a story of destroyed innocence where the mockingbird is used to represent the idea of innocence. Harper Lee portrays the theme that it’s a sin to kill a mockingbird through Tom Robinson, Arthur Radley and Jeremy Atticus’ loss of innocence because they are symbolicRead MoreTo Kill a Mockingbird Essay1076 Words   |  5 PagesTo Kill A Mockingbird Essay In the novel To Kill A Mockingbird a major theme is the loss of innocence. Whether from emotional abuse, racial prejudice or learning, Boo, Tom, and Scout all lose their innocence in one sense or another. The prejudice that each character endures leads to their loss. Through the responses of Boo, Tom, and Scout, Harper Lee shows how each character responded differently to their loss of innocence. In the novel To Kill A Mockingbird the character of Boo Radley is theRead MoreKill A Mockingbird By Harper Lee1656 Words   |  7 Pagesâ€Å"Mockingbirds don’t do any harm but make music for us †¦ that’s why it’s a sin to kill a mockingbird†, is a famous quote from the book To Kill a Mockingbird by Harper Lee. Atticus, the father of the main character Scout, says this to her and her brother Jem when they receive rifles for Christmas. This book is considered a classic due to the allegory between the book title and the trial that occurs about halfway through the book. In the beginning of To Kill a Mockingbird, Scout is six. She is an innocentRead MoreTo Kill A Mockingbird Theme Analysis1398 Words   |  6 Pagesto growing up, and Scout, the protagonist in To Kill A Mockingbird, is one of those characters. Scout and several other characters in the novel lose their innocence as they begin to see the prejudice and racism of the 1930’s South. Al l of these characters were innocent and unaware of what Maycomb was, and their innocence was taken away from them because of that. In To Kill A Mockingbird, Harper Lee relates the theme of growing up and loss of innocence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  One of the ways Harper Lee relates to

Critical Analysis redeeming Rap music - 1088 Words

â€Å"Redeeming the Rap Music Experience† The influence of rap on black urban youths has become a major part to the modern day music industry. Berry uses the article to show that through rap music, low income black youth are able to develop empowering values and ideologies, strengthen cultural interaction and establish positive identities. This is done by describing different components of urban black culture associated with rap which enhances the struggle for black significance in pop culture. His beliefs are supported by using rap artists and their music to show how significant it has grown to be a dominant form of expression but also a controversial issue for urban black youths. The thesis that rap music as cultural expression is†¦show more content†¦Berry says that there are good types of rap and bad types by showing that few rappers actually use sexually obscure lyrics and sexist towards women. Good rap would be considered songs by artist such as Queen Latifah, Salt N Pepa, Yo Yo, and MC Lyte are working to d ismiss the men rapper s images of women through their own performance style and lyrics. Violence is another factor because it is associated with black urban youths where rap music is always the common denominator for in the communities. Berry gives the idea that a major part of rap music is a reality in these neighborhoods by using NWA, a.k.a. Niggas with Attitude that consists of five rappers from L.A. who rap about gang banging, drive by shootings, and police confrontations. The lead singer of the group argued that their lyrics aim to show the raw reality of life instead of making it people’s reality. Williams argues that rap music does not represent the beliefs and ethics of black communities but only because people overlook the positive efforts made by rappers and focus on the negative aspects. Berry demonstrate how the supremacy of white and black power are prominent through focusing on how Parales beliefs that rap just shows the lack of education, and the frustratio n of the ghetto, and how hating rap can be linked to fearing young black men who are the stars of rap . IceShow MoreRelatedEffects of Rap Music on Crime14002 Words   |  57 Pagesto Rap: Cultures of Crime, Cultures of Resistance Julian Tanner, University of Toronto Mark Asbridge, Dalhousie University Scot Wortley, University of Toronto This research compares representations of rap music with the self-reported criminal behavior and resistant attitudes of the music’s core audience. Our database is a large sample of Toronto high school students (n = 3,393) from which we identify a group of listeners, whose combination of musical likes and dislikes distinguish them as rap univoresRead MoreThe Censorship of Art Essay example14698 Words   |  59 Pagespopular culture. In particular, rap and rock music have come under increasing attack from various sides representing the entire left and right political spectrum, purportedly for their explicit sexual and violent lyrical contents. In this paper is investigated which moral codes underlie these claims against popular music, how social movements mobilize actions around these claims, and the way in which they are manifested in mechanisms of control targeted at rap and rock music. Moreover, I explore how theRead MoreImpact of Print Media on Society10439 Words   |  4 2 Pagesespecially indebted to my wife and best friend, Grace, without whose patience and understanding I could not have endured this effort. We’ve grown a lot in our journey together. Most of all, I am indebted to Almighty God and His Son Jesus for His redeeming blood. I pray that I will be a faithful minister and this doctorate degree will be to their glory. In more ways than one, I’ve been saved by Grace. vi TABLE OF CONTENTS LIST OF FIGURES .........................................................

Learning Style Preferences by Iranian students Free Essays

Introduction Learning manners influence acquisition and that larning result is higher for pupils who are able to utilize multiple acquisition manners ( Felder, 1995 ; Reid, 1987, Reid, 1998 ; Claxton and Murell, 1985 ; Mulalic, Mohd Shah and Ahmad, 2009 ) . Learning manners and penchants vary for each of us and in different state of affairss. Some scholars, for case, prefer to larn by reading text editions, while others prefer a verbal account ( Riazi and Riasati, 2007 ) . We will write a custom essay sample on Learning Style Preferences by Iranian students or any similar topic only for you Order Now In add-on, people may differ in how they most efficaciously show their apprehension ; either orally or in authorship and through graphs or figures. In other words, scholars learn and show their apprehensions in assorted ways in different state of affairss. Learning manners refer to the cognitive, emotional, and psychological behavior which serve as comparatively fixed and unchangeable indexs of how scholars understand, interact with and answer to the acquisition environment ( Keefe, 1982 ) . Oxford ( 2003 ) asserted that acquisition manners are the general attacks that scholars utilize in geting a new linguistic communication or in larning any other topics. These manners are the overall forms that give larning behaviour a general way ( Cornett, 1983 ) . By understanding one ‘s learning manner ( s ) , one will be able to develop the accomplishments that help one learns in a assortment of ways to accomplish full potency. This apprehension is besides helpful for instructors and pedagogues because it enables instructors and pedagogues to fit their instruction manners, methodological analysiss, and class organisation with scholars ‘ acquisition manners to assist scholars better their acquisition ( Willing, 1988 ) . Surveies have shown that personality, life experiences, intent for larning and instructors ‘ outlooks affect scholars ‘ acquisition manners with the later being the most dominant influence ( Briggs-Myers, 1986 ; Kolb, 1984 ; Felder, 1996 ; Ballard and Clanchy 1997 ) . In Iran, nevertheless, scholars ‘ acquisition manners have been ignored and have been taken into history as an undistinguished constituent in the learning procedure among Persian EFL scholars in general and first-year university pupils in peculiar. Very small survey has been conducted to place Persian scholars ‘ acquisition manners that non merely would assist scholars ‘ acquisition but besides help better instructors ‘ instruction. Matching these two facets would take to greater success. Nevertheless, Riazi and Riasati ( 2007 ) conducted a survey on 219 Persian scholars of English in Shiraz to place their acquisition manners. The survey employed Brindley ‘s ( 1984 ) linguistic communication larning penchant questionnaire. The participants were from different degrees of direction and different ages. The findings show that the pupils favoured the communicative attack carried out in brace or group work and felt that it helped better their English linguisti c communication accomplishments. They besides preferred taking portion in schoolroom treatment and interaction in larning English. Although this survey found that scholars preferred a communicative attack, scholars at higher establishments in Iran ; peculiarly freshers, are still observed to be inactive scholars of English. Possibly they are incognizant of their acquisition manners and possibly the instruction manners at higher establishments do non fit scholars ‘ acquisition manners. Therefore, the survey presented in this paper was an effort to find Persian EFL fresher university pupils ‘ acquisition manner ( s ) to assist them understand how they learn and therefore increase their potencies. This survey besides aimed to detect whether there was a difference between male and female fresher university pupils ‘ acquisition manner ( s ) . However, this present survey employed the four types of larning manner penchants developed by Willing ( 1988 ) to look into Persian EFL fresher university pupils ‘ types of larning manner ( s ) . Learning Styles and Types of Learners Most research surveies on larning manner penchants trace back to the past 30 old ages. Dunn ( 1993 ) asserted that lectors can non place pupil ‘s acquisition manners without using a multidimensional instrument. Without rating, even experienced teachers may misinterpret scholars ‘ behaviors such as hyperactivity or heedlessness ( Mulalic, Mohd Shah and Ahmad, 2009 ) . Reid ( 1987 ) investigated 1300 ESL pupils from three different civilizations ; viz. the Japanese, Malay, and Korean. The survey found that a big figure of these pupils strongly preferred tactile and kinesthetic acquisition manners. The survey besides found that the built-in differences in cultural or linguistic communication backgrounds and subjects ( technology and computing machine scientific discipline ) frequently play an of import function in placing types of cognitive manners. Meanwhile, Willing ( 1988 ) investigated a group of five 100s and 17 scholars from more than 30 cultural groups to analyze whether there is a relationship between larning manner penchants and biographical variables. However, merely five cultural groups were big plenty for statistical analysis ( Vietnamese, Chinese, Arabic, South Americans, and Polish/Czech talkers ) . The learning manner questionnaire included 30 acquisition manner points, 15 larning scheme points, and a several points on single biographical facets. The consequences indicated that there were cultural differences with respect to the scholars ‘ larning manner penchants. For case, although the agencies of the point ‘I like to analyze grammar ‘ was lower than expected, all scholars from the different civilizations responded that they liked analyzing grammar. The Arabic scholars preferred grammar where 65 % of them ranked this point as the â€Å" best † ( Willing 1988 ) . Meanwhile, the findings i ndicated that authority-oriented and analytical acquisition manners were extremely valued by the Vietnamese, Chinese, Arabic, South American, and Polish pupils. The largely preferable points were ‘practicing sounds and pronunciation in English ‘ and ‘everything explained by their instructor ‘ , and the least preferable ways of larning were ‘playing games ‘ and ‘watching movies ‘ ( Willing 1988, p. 130 ) . Willing ( 1988 ) further identified four types of scholars: concrete, analytical, communicative, and authority-oriented scholars. Nunan ( 1999 ) briefly summarized the definition of these four types of scholars: 1 ) Concrete scholars are those who employ really direct agencies of taking in and treating information ; 2 ) Analytic scholars are those whose cognitive strengths lead them non merely to analyse carefully and show great involvement in constructions but to set a great trade of value on uncovering their independency by executin g these things themselves, autonomously. In other words, they prefer to analyze grammar ( from particular to general ) , analyzing English books and reading newspapers, analyzing separately, happening their ain errors, and working on undertaking jobs assigned by their instructors ; 3 ) Authority-oriented scholars are those who are likely non predisposed to actively form information ; they would wish their instructor to explicate everything to them, tend to hold their ain text editions, to compose everything in a notebook, to analyze grammatical regulations, learn by reading, and larn new words by looking at them ; and 4 ) Communicative scholars are those who have a desire for a communicative and societal acquisition attack, likely because they feel that this would be most helpful to their demands in relation to linguistic communication acquisition. In other words, they like to larn by watching, listening to native talkers, speaking to friends in English and watching telecasting in E nglish, utilizing English out of category, larning new words by hearing them, and acquisition by conversations ( Willing, 1988 ; Nunan, 1999, p. 57 ) . The Survey Participants A group of 92 ( 37 males and 55 females ) Persian EFL fresher university pupils majoring in Teaching English as a Foreign Language ( TEFL ) class at the Faculty of Foreign Languages in a university in South of Esfahan were indiscriminately selected from nine categories to take portion in this survey. As freshers, their mean age was 18 old ages old. They learn English linguistic communication for academic intents. Freshman university pupils were selected as participants of this survey because they were at the get downing degree of third instruction. Knowledge of their acquisition manner ( s ) would be utile in placing and geting larning accomplishments which would heighten their acquisition. Therefore, increase their public presentation in larning English. Instrument The instrument utilized in this survey was the Learning Style Preferences Questionnaire adapted from Willing ( 1988 ) . The four-point Likert graduated table questionnaire consisted of 45 points on â€Å" How make you larn best † ; ranged from 1: Strongly Disagree to 4: Strongly Agree. It was piloted prior to the existent informations aggregation and the dependability Cronbach ‘s Alpha was 0.844. The questionnaire consisted of four classs ( Communicative, Concrete, Authority-Oriented, and Analytical scholars ) . A list of 20 four points out of 40 five points related to these four types were chosen and modified based on the Persian EFL fresher university pupils ‘ acquisition. Items one to six represented scholars who liked to larn through observation and or listening to native talkers, speaking to friends in English and watching telecasting in English, and learn through conversations ( Communicative Learners ) . Items seven to twelve represented scholars who liked t o larn through games, movies, cassettes, speaking in braces, and utilizing English outside of the schoolroom ( Concrete Learners ) . Items 13 to eighteen represented scholars who preferred their instructors to explicate everything to them, have their ain text editions, survey grammar, learn by reading, and larn new words by seeing the words ( Authority-Oriented Learners ) . Items 19 to twenty four represented scholars who liked analyzing the regulations of grammar, analyzing English books, reading newspapers, analyzing by themselves, happening their ain errors, and working on jobs set by the instructor ( Analytic Learners ) . Findingss and Discussions Descriptive analysis of the Learning Style Preferences ( 37 Males, 55 Females ) In order to detect the types of larning manner penchants of the pupils, the descriptive statistics ( agencies and standard divergences ) of the four types of larning manner penchants ( communicative, concrete, authority-oriented, and analytical ) were computed ( see Table 1 ) . The one which indicated the highest average value was considered to be the pupils ‘ preferred acquisition manner. Table 1 shows the mean and standard divergences of the four distinguishable classs. Responses to the statements of type one ( communicative ) had the highest average value of 3.24 and a standard divergence of 0.35, while the responses to analytical type of larning manners had the lowest average mark of 3.02 and a standard divergence of 0.38 for both males and females. It is implied that the bulk of Persian EFL fresher university pupils in this sample considered themselves communicative types of acquisition manners. This is consistent with the consequences of Ho ‘s ( Undated ) survey on two groups of university twelvemonth one and four groups of twelvemonth two Computer Studies pupils across five academic old ages. The survey indicated that most pupils were communicative scholars ; contradictory to the consequences of Liu ‘s ( 2008 ) survey on pupils in Taipei. Liu reported that responses to the statements of authority-oriented type of larning manners were the highest with the average mark of 11.52 and a standard divergence of 3.13 and communicative type of larning manners had the lowest mean mark ( M=8.87 and a standard divergence of 3.55 ) . Table 1 Mean and Standard Deviation of Learning Styles ( by Category ) Learning Manners Mean South dakota Nitrogen Communicative 3.24 0.358 92 Concrete 3.07 0.381 92 Authority-Oriented 3.10 0.353 92 Analytic 3.02 0.381 92 N= Number of respondents ; SD= Std. Deviation In add-on to the mean scores for the four types of larning manners in general, Table 2, 3, 4, and 5 show the mean and standard divergences of the pupils ‘ usage of larning manners by class and points: communicative, concrete, authority-oriented, and analytical acquisition manners. Table 2 Mean and Standard Deviations of the Students ‘ Communicative Learning Style Items Learning Manners Mean South dakota 1 Communicative Learning Style I like to larn by watching, listening to native talkers of English. 3.24 3.32 0.35 0.755 2 I like to larn by speaking to friends in English. 3.24 0.732 3 If I have pick, I would wish to larn English by watching Television in English outside of the schoolroom. 3.17 0.735 4 I like to larn by talking in English with aliens when there is a opportunity. 3.27 0.757 5 I like to larn English words by hearing the words. 3.25 0.673 6 In English category, I like to larn through the usage of conversations. 3.22 0.739 Table 2 demonstrates that the overall average value of communicative acquisition manner was 3.24 with a standard divergence of 0.35. The highest average value of 3.32 with a standard divergence 0.75 was noted for the point â€Å" I like to larn by watching, listening to native talkers of English. † Meanwhile, the point â€Å" If I have pick, I would wish to larn English by watching Television in English outside of the schoolroom. † scored the lowest mean mean with the value of 3.17 and a standard divergence of 0.73. It is inferred that the Persian EFL fresher university pupils have strong desire to larn by watching and listening to native talkers of English in schoolrooms. In other words, they tend to watch pictures and listen to tapes in schoolrooms. They like to pass on with one another. This is in understanding with the consequences of Riazi and Riasati ‘s ( 2007 ) survey. Table 3 Mean and Standard Deviations of the Students ‘ Concrete Learning Style Items Learning Manners Mean South dakota 7 Concrete Learning Style In English category, I like to larn through game. 3.07 3.27 0.37 0.757 8 In English category, I like to larn by utilizing images, movies, and pictures. 3.29 0.749 9 I like to analyze English by speaking with another schoolmate 3.23 0.743 10 I like to larn by utilizing cassettes at place. 2.65 0.733 11 In English category, I like to listen to and utilize cassettes. 2.80 0.829 12 Outside of the schoolroom, I like to utilize English. 3.17 0.735 With respect to concrete acquisition manners, Table 3 demonstrates the overall average value of 3.07 and a standard divergence of 0.37. The consequences related to concrete larning manner dimension indicate that the point â€Å" In English category, I like to larn by utilizing images, movies, and pictures. † scored the highest mean mean with the average value of 3.29 and a standard divergence of 0.74 ; while the lowest average value of 2.65 with standard divergence of 0.73 was noted for the point â€Å" I like to larn by utilizing cassettes at place † . It is concluded that these scholars like to larn by illustrations in schoolrooms. The common feature of concrete scholars harmonizing to willing ( 1988 ) is the development of insufficiency or an lower status composite. They disfavour larning monotonously and written work. They like assortment. They prefer verbal and ocular experiences. They have strong desire to be entertained by utilizing games, and be given to be invo lved in larning physically. Table 4 Mean and Standard Deviations of the Students ‘ Authority-Oriented Learning Style Items Learning Manners Mean South dakota 13 Authority-Oriented Learning Style I like the instructor to explicate everything to me. 3.10 3.32 0.35 0.755 14 I want to compose everything in my notebook. 2.91 0.751 15 I like to hold my ain text edition. 3.27 0.757 16 In English category, I like to larn by reading. 3.17 0.720 17 I like to analyze grammar from specific to general. 3.23 0.728 18 I like to larn English words by seeing them. 2.70 0.795 Sing the 3rd type of larning manners ( authority-oriented ) , Table 4 indicates that the overall mean value was 3.10 and a standard divergence of 0.35. Therefore, the point â€Å" I like the instructor to explicate everything to me † scored the highest average value of 3.32 and a standard divergence of 0.75. While the lowest average value of 2.70 and a standard divergence of 0.79 were noted for the point â€Å" I like to larn English words by seeing them † . It is inferred that authority-oriented scholars tend to be taught clearly. They have desire to larn from their instructors. They look for constructions and measure by measure patterned advance. In general, they consider their instructors as authorization in the category. Harmonizing to Willing ( 1988 ) they like to follow some forms. Table 5 Mean and Standard Deviations of the Students ‘ Analytical Learning Style Items Learning Manners Mean South dakota 19 Analytic Learning Style I like to analyze grammar from general to specific. 3.02 2.68 0.38 0.838 20 At place, I like to larn by analyzing English books. 3.24 0.732 21 I like to analyze English by myself. 3.32 0.755 22 I like the instructor to allow me happen my errors. 3.25 0.750 23 I like the instructor to give me exercises to work on. 3.15 0.725 24 At place, I like to larn by reading English newspaper. 2.49 0.791 Finally, for analytical acquisition manners Table 5 reveals that the overall mean value was 3.02 with a standard divergence of 0.38. Based on the consequences, the point â€Å" I like to analyze English by myself † scored as highest average value of 3.32 and a standard divergence of 0.75 whereas the lowest average value of 2.49 with a standard divergence of 0.79 was noted for the point â€Å" At place, I like to larn by reading English newspaper † . This means that analytical types of scholars are independent and tend to happen solutions for their jobs while larning. Analytic scholars ‘ cognitive strengths steer them non merely to analyse carefully and uncover great involvement in constructions, but besides to set a big sum of value on demoing their independency by making these things themselves, autonomously ( Willing, 1988 ) . In general, it can be inferred from the findings aforementioned types of acquisition manners that the mass media such as telecasting, pic ture, tape recording equipments are the most powerful devices for larning foreign linguistic communications in Iran since English is learned and spoken merely in academic categories and for academic intents. Harmonizing to Celec-Murcia ( 2001 ) , such media motivate scholars by conveying the existent life state of affairs into the schoolroom and showing linguistic communication in its more complete communicative context. Descriptive Analysis of the Learning Style Preferences by Gender In order to detect whether there was a difference between males and females in using learning manner penchants, the Independent-sample T-test was conducted. Table 6 demonstrates that there was no statistically important difference in the mean tonss for male and female pupils in communicative ( M= 3.27, SD= 0.35 ; M=3.22, SD=0.36, T ( 90 ) =0.66, p= 0.51 ) ; concrete ( M=3.10, SD=0.36 ; M=3.05, SD=0.39, T ( 90 ) =0.67, p=0.49 ) , authority-oriented ( M=3.09, SD=0.37 ; M=3.11, SD=0.34, T ( 90 ) = -0.21, p=0.83 ) , and analytical acquisition manners ( M=3.09, SD=0.38, M=2.98, SD=0.37, T ( 90 ) =1.32, p=0.18 ) . In other words, males and females apply larning manners in a similar manner. This is in understanding with the consequences of Yik, Hidayu, Bariyyah and Asyimah ‘s ( Undated ) survey ( hypertext transfer protocol: //apps.emoe.gov.my/ipba/rdipba/cd1/article152.pdf accessed 26 March 2010 ) . Table 6 T-test for gender differences in larning manner Preferences Liter Gram Nitrogen Mean South dakota T P Com Meter F 37 55 3.27 3.22 0.35 0.36 0.66 0.51 Con Meter F 37 55 3.10 3.05 0.36 0.39 0.67 0.49 A-O Meter F 37 55 3.09 3.11 0.37 0.34 -0.21 0.83 Anal Meter F 37 55 3.09 2.98 0.38 0.37 1.32 0.18 Note: N=Number of Subjects ; LS=Learning Styles ; G=Gender ; M=Male ; F=Female ; Com=Communicative ; Con=Concrete ; A-O=Authority-Oriented ; Anal=Analytical In other words, all of the values of significance values were above the value of significance value of P lt ; 0.05. Harmonizing to Cohen ( 1988 ) , the magnitudes of the differences in the agencies were somewhat little. Cohen believes that 0.01 indicates little consequence, 0.06 shows moderate consequence, and 0.14 shows big consequence. Therefore the Basque Homeland and Freedom square for these four types of acquisition manners are as follows: communicative ( eta square= 0.004 ) , concrete ( eta square= 0.005 ) , authority-oriented ( eta squared=0.000 ) , and analytical acquisition manner ( eta square= 0.018 ) which are really little. Deductions Sing the consequences of this survey, some deductions are discussed with the position of text book designs, larning and learning English as a foreign linguistic communication in Iran. As it has been identified that many of the fresher university pupils are communicative type of scholars, there should be a moderately safe index for the general way to see in planing text books for Persian EFL fresher university scholars. Many research surveies such as Smith ( 1985 ) , Claxon and Murrell ( 1987 ) , Willing ( 1988 ) , and Riazi and Riasati ( 2007 ) claim that larning methods that match with learning manner penchants lead to academic accomplishments, more communicative undertakings need to be included in the class as most scholars in this sample prefer to larn in a communicative manner. Willing ( 1988 ) suggested the acquisition methods preferred by communicative scholars as: 1 ) Learning by watching and listening to native talkers of the mark linguistic communication. 2 ) Learning by tal king in English with aliens when there is a opportunity. 3 ) Learning by speaking to friends in English. 4 ) Learning by conversations. 5 ) Learning by watching Television in English. 6 ) Learning English by hearing the words. Therefore, the text edition interior decorators may necessitate to take into history the aforesaid methods recommended by Willing ( 1988 ) while planing communicative text books for categories. They can besides see group treatments and teacher-students meetings as pupils prefer to speak with equals and instructors ( Riazi and Riasati, 2007 ) . In the visible radiation of acquisition, effectual tools to assist pupils listen to native talkers of the mark linguistic communication is to utilize movies and picture plans in categories. In this instance, pupils get familiar with the other contexts, state of affairss, and civilizations. Auxiliary stuffs such as short narratives should be utilized in categories ( Riazi and Mansoorian, 2008 ) . By and large, pupils need to be involved in synergistic accomplishments. In order to lend pupils to be cognizant of their ain acquisition manners and strengths, stock lists of larning manner and other procedures can be utilized ( Claxton and Murrell, 1987, p six ) . In add-on, lectors should assist scholars understand more about their ain penchants for larning. There are some promising schemes employed by lectors to lend their scholars to understand more about their penchants for larning and suggest ways to cover with more efficaciously in classs taught in ways inconsistent with their manners . This can besides assist scholars take increasing charge of their ain acquisition and to be more active in the procedure ( Claxton and Murrell 1987, p. four ) . In footings of instruction, by roll uping some information on scholars ‘ acquisition manners can assist lectors place scholars who learn comfortably via the types of undertakings designed for the class. For case, this survey recommends that lectors should make their best to carry first-year university scholars to work in groups and learn them how to pass on ( converse ) with one another in English. Lecturers should present types of larning manners to pupils in order to acquire familiar with their manner of larning a foreign linguistic communication in general and larning English in peculiar. In general, pupils should be encouraged to happen out their ain types of larning manner penchants in order to ease their acquisition. Decisions The intent of the current survey was to place Persian EFL fresher university pupils ‘ types of larning manner penchants and their deductions on the instruction and larning procedure every bit good as the designs of the text books. This survey besides aimed to detect whether or non there was a important difference between male and female fresher university pupils using larning manner penchants. The dominant learning manner penchants of Persian EFL fresher university pupils revealed that the bulk of the Persian EFL fresher university pupils considered themselves as communicative scholars. They tend to larn English as a foreign linguistic communication by listening to native talkers of English likely because they feel that this would be most utile for their demands in relation to English linguistic communication acquisition. This can assist them in bettering their pronunciation and speech pattern. The receptive accomplishments such as speech production and hearing are appealing to the scholars of this sample. They have desire to utilize conversations in the schoolrooms and communicate in English. It is besides concluded that Persian male and female pupils have no different preferred acquisition manners as the findings of this survey demonstrated that there was no statistically important difference between them with respect to their learning manner penchants while larning English as a foreign linguistic communication. More significantly, this research survey suggests placing the scholars ‘ types of larning manners to lend their lectors to set in the proportion of undertaking types in text books to do acquisition easier for pupils. How to cite Learning Style Preferences by Iranian students, Essay examples

World Wide Web and the Internet-Free-Samples-Myassignmenthelpc.com

Questions: 1. What is the Internet? 2. What is the World Wide Web? 3. What is the relationship between the World Wide Web and the Internet? 4. What are three purported differences between the World Wide Web as it first emerged, and the more recent Web 2.0? 5. What are APIs and why are they significant to Web 2.0? Answers: 1.What is the Internet The Internet or simply called NET in common words, can be defined as the worldwide system of interconnected computer networks. The internet system uses the global IP suite that is the internet protocol suite like the TCP/IP that is the transmission control protocol and the internet protocol to link several devices globally (Abd-Alhameed et al., 2014). It can also be defined as the network of interconnected networks which consist of the private, public and global networks linked by various broad array of wireless, electronic devices and networks. The internet project was developed in the late 1969 by the Advanced Research Projects Agency also known as the ARPA and the project was named as the Arpanet project. The Arpanet was designed for researchers in the institutes for communication and sharing resources. This was the beginning of the thing which the world knows as the INTERNET in the modern generation. 2.What is the world Wide Web The world wide web or the WWW is a space in the internet where the web pages, internet sources like the documents are kept. These sources are formatted in such a way that the informations available ion the www is accessible only by the HTTP or HTTPS format (Hyper Text Transfer Protocol Secured). The www was originally designed by the CERN corporation in the late `1990s (Choo, Detlor and Turnbull, 2013). It became a revolution in making the shape of the internet as we see today. In the beginning of the world wide web was repository of text enabled web sites that were mainly hosted by the organisations that were technically enhanced enough and also had the knowledge of the HTML that is the hypertext mark-up language. Later the www evolved from the original design, and in the recent times it includes dynamic web pages like the social media sites and also the user generated content sites. 3.What is the relationship between the World Wide Web and the Internet The internet can be called as the term which is used for the identification of the massive network of the interconnection of the networks globally. Where as the world wide web or the www is a simple application of the internet, which is runs over the interconnection of the networks That is the is a general name for addressing the internet via the HTTP or the HTTPs. When someone is referring the internet, it means the refrying the physical hardware or wireless connections that are used (Perea, Jensen and Jorba, 2012). IT comprises of the computer, cables, repeaters, switches and many more things of networking. Where as the www stores the contents of the internet like the text web pages, dynamic web pages and other such things. The governing body of the internet is the IP and the governing body of the of the www is the https (Ackermann, and Hartman, 2014). It can be said that the www is most common use of the internet. Other applications of the internet apart from the www are the FTP, SMTP, POP and others. 4.Differences between the World Wide Web and Web 2.0 The three purported differences between the www1 and www2 are: The web 1.0 used the basic static pages which were developed by the organisation which had huge technical access and the knowledge of the html to present or display information about something which could be read by a user. The pages in the web1 were non-editable by the users at the time (Aghaei, Nematbakhsh and Farsani, 2012). With the development of the web, the web 2.0 came to existence and the now the web pages have the abilities for the visitors to make changes in the web pages In the web 1.0 which did not have the ability of the of the http or the https that is with the website, it was not possible for the user to move from one page to the others. With the introduction of the web 2.0, now the pages were advanced and secured by the https server. One can move from one page to other and come back to the same page. The web 2.0 provides a better and richer user experience and interactivity to the users. Also, the social interactions have become easier with time. 5.What are APIs and why are they significant to Web 2.0? Application program interface or the API are one of the most significant part of the web 2.0. API are the machine-readable interfaces, that allows the one application or software to communicate with another piece of software when required (Gadre and Gupta, 2018). API creates new scopes for the developers to enhance the web interaction for any user. References Abd-Alhameed, R.A., Rodriguez, J., Gwandu, B.A., Excell, P.S., Ngala, M.J. and Hussaini, A.S., 2014. Green Wireless Internet Technology. Ackermann, E. and Hartman, K., 2014.The information specialist's guide to searching and researching on the Internet and the World Wide Web. Routledge. Aghaei, S., Nematbakhsh, M.A. and Farsani, H.K., 2012. Evolution of the world wide web: From WEB 1.0 TO WEB 4.0.International Journal of Web Semantic Technology,3(1), p.1. Choo, C.W., Detlor, B. and Turnbull, D., 2013.Web work: Information seeking and knowledge work on the World Wide Web(Vol. 1). Springer Science Business Media. Gadre, D.V. and Gupta, S., 2018. Application Programming Interface (API). InGetting Started with Tiva ARM Cortex M4 Microcontrollers(pp. 95-100). Springer, New Delhi. Perea, E.A., Jensen, M.J. and Jorba, L. eds., 2012. Digital media and political engagement worldwide: A comparative study. Cambridge University Press.