Why Soda Is Bad for Your Teeth

Youve heard soda is bad for your teeth, but it is really true? If it is, why is it bad? Answer: Yes, soda damages your teeth. Drinking a carbonated beverage is actually one of the worst things you can do for your dental health. The reason is because the carbonation that makes soda bubbly also makes it extremely acidic. Many sodas also contain citric acid, which gives the drink a tangy flavor, but destroys teeth. Its a one-two punch with sweetened sodas, because the low pH attacks tooth enamel, while the sugar feeds bacteria that cause decay. Youre not off the hook drinking diet soda, because its mainly the acid in soda that harms teeth. How To Minimize Damage To Teeth From Soda The best way to minimize damage to your teeth from soda is to avoid drinking it. If you cant give it up, try to reduce how often you drink it and follow these tips: Avoid colas and regular orange soda. Regular, diet, or flavored cola is the most acidic. The one with the highest sugar content is regular orange soda. Consider testing a sweetened soda to see how much sugar it contains. The results may surprise you! Non-colas drinks are still terrible for your teeth because they contain higher levels of citric acid. The pH of these drinks may be higher, but citric acid binds to calcium and erodes enamel.Sip soda through a straw. Drinking through a straw minimizes the contact between teeth and the acidic drink.If you must drink soda, try to have it with food rather than by itself. Food helps regulate the pH inside your mouth, limiting the acid attack on teeth.Rinse your mouth with water after drinking soda. This will help neutralize the pH and reduce the level of sugar. Alternatively, eat a dairy food. Dairy products help remineralize tooth enamel. You could also chew on a crunchy vegetable or xylitol-containing gum. This helps clean teeth.Dont brush your teeth right after drinking a soda. It sounds like it would be a good idea, but it actually makes a bad situation worse because the mechanical action of the toothbrush erodes weakened enamel. Allow at least half an hour after drinking soda (or eating anything acidic, like citrus or sour candy) before grabbing the toothbrush.Switch to root beer. Genuine root beer contains natural carbonation, so it doesnt contain the same levels of destructive phosphoric acid or citric acid. You can test how bad soda is for your teeth. If you can get hold of teeth (they dont need to be human teeth), soak them in soda and watch how quickly the dissolve. An easier option is to soak chicken bones. Bones arent quite as hard as teeth, but are chemically similar. The acid strips calcium from teeth and bones. Bones are left rubbery because they contain a lot of collagen. Teeth dissolve almost completely. You can also test the impact of soda using an egg.

Symbolic Interactionism Homosexuality As A Society

Symbolic Interactionism: Homosexuality As a society, we feed off of each other for what a proper response to something may be. As children, we first look to see our mother’s reaction after falling down; if she is calm, I should also be. We look to each other for what a definition of things should be, as well. In the 1950’s, it was generally obscene for a woman on television to show her belly button, whereas today we will show nude breasts on primetime programming. This follows the sociological theory of symbolic interactionism, where society and individual social interaction provides a subjective meaning to deviant behavior. Many social definitions change for the better, however some change for the worse. One such example was once viewed as normal, with no second thoughts given to it, but now is seen as an actual social problem affecting some groups aversely. This is the topic of homosexuality, a subject that has been on the receiving end of both accepting and discriminating cultures for thousands of years. In the past, the general attitude towards homosexual and bisexual individuals was common acceptance and normality. Homosexuality in native Africa was quite prevalent, even if it was often repressed by Roman Catholic explorers who came across these behaviors. Anthropologists Stephen Murray and Will Roscoe reported that â€Å"women in Lesotho engaged in socially sanctioned long term relationships with each other called motsoalle† In the early Americas, a frequent belief wasShow MoreRelatedIs BDSM Still Deviant1605 Words   |  7 Pageshas become a hot topic in our society lately since the book Fifty Shades of Grey went public in 2011. BDSM is an acronym for bondage/discipline, dominance/submission, and sadism /masochism. The term BDSM is defined as a variety of erotic practices involving power play. Now because this term does not cover everyone in the kink community, known as an umbrella term, people are now starting to use the term WIIWD, which stands for â€Å"What it is we do†. I will be using symbolic interaction theory to describeRead MoreA Report On The Crime On Children1291 Words   |  6 PagesShackleford and Christi torture. When examining the crime, sexual orientation is a dominant factor in the case. Culture and social norms influence all aspects of human behavior as the society establishes lifestyles by which the community members live. The structural functionalist perspective suggests that every aspect of the society is important and interdependent on other aspects. The idea is that crime in the right amount helps the organization to develop effectively its norms by identifying and punishingRead MoreThe Issue Of Gay Marriages1028 Words   |  5 Pagesto issue marriage licenses to a same-sex couple. She did not issue because she did not believe that homosexuality should be accepted in society. Many people agreed to the act but others opposed. There are many ways to look at homosexuality and here are three different sociological perspectives of how gay marriage is recognized. The perspectives are structural functionalism, symbolic interactionism, and conflict theory. From the perspective of structural- functionalist, Christianity has been theRead MoreThe Communist Party1696 Words   |  7 Pagesand other people’s opinions. Inequality comes in many forms, expressed through viewing wage gaps between men and women and between races in the terms of the conflict theory. As Karl Marx expressed through the conflict theory, every citizen in a society is struggling to gain access to resources. This competition exists not only between classes, but within each class as every person strives to make their life and decedents’ lives better. In an excerpt from â€Å"Manifesto of the Communist Party,† the authorsRead MoreDeviance Theory and Drug Use1619 Words   |  7 PagesTheories of Deviance Applied to Drug Use Since the dawn of society there have been people whose behavior differed from the rest of society. There are many different theories and perspectives on why people do things like abuse drugs, and although we my never have all the answers, sociology still help us to understand the problem better. In order to understand the theories of deviance, and apply them to drug use in our society one must first understand what deviance is. Alex Thio defines devianceRead MoreSymbolic Interactionism and YOU Essay example1647 Words   |  7 PagesAs a society, we feed off of each other for what a proper response to something may be. As children, we first look to see our mother’s reaction after falling down; if she is calm, I should also be. We look to each other for what a definition of things should be, as well. In the 1950’s, it was generally obscene for a woman on television to show her belly button, whereas today we will show nude breasts on primetime programming. This follows the sociological theory of symbolic interactionism, whereRead MoreSexuality, Sexuality And Sexual Orientation1111 Words   |  5 Pagestheory, this theory argues that society consists of interrelated parts that work together to promote social order, unity, and balance. The structural-functional p aradigm can be broken down by other type on functions: manifest functions, latent functions, and dysfunctions. The manifest functions regulates with whom your reproduce, regulates sex within a marriage, incest taboo, and birth control (â€Å"A Theoretical Analysis of Sexuality†, Wisc-Online). This argues that society depends on sexuality for reproductionRead MoreSymbolic Interactionism Of Social Life Essay2221 Words   |  9 PagesQuestion 1 To begin with, symbolic interactionism is the study of interactions in everyday life, or what people do. Moreover, it rejects the claims that the moral dimensions of social life can be studied scientifically, while emphasizing that people are â€Å"free agents† not determined by our social system; rather we make our own decisions (Reynolds, 2016, Lecture on Symbolic Interactionism). Furthermore, it â€Å"views reality as socially constructed† and â€Å"as a symbolic order† in which language is vitalRead MoreEssay on Comparison of George Herbert Mead and Sigmund Freud3378 Words   |  14 PagesConsidering both theoretical prospectives, this study is going to examine and apply both theories as it relates to deviant behavior and homosexuality. The present study is going to analyze deviant behaviors and homosexuality according to the views of both Freud’s psychoanalytic theory of personality and George Herbert Mead’s social self-theory. Keywords: homosexuality, deviance, George Herbert Mead, Sigmund Freud, id, ego, superego, â€Å"I’, â€Å"me†. The Work ofRead MoreEver Since The Beginning Of Time, Humans Needed Some Type1256 Words   |  6 Pages Ever since the beginning of time, humans needed some type of system to live life. A system of social control, which involves formal and informal means of enforcing norms: rules of behavior that are considered acceptable in a group or society. One thing that has seemed to be unacceptable and out of the norms in the past and a huge controversial topic was someone’s sexuality. Homosexulity is a very controversial topic, years ago and even today, there are many mixed feelings and different opinions

Conscription Of Consumption By Aldous Huxley Essay

Conscription of Consumption Aldous Huxley’s Brave New World describes a supposedly utopian society, however, citizens sacrifice basic freedoms to obtain an artificial happiness. This â€Å"artificial happiness† is one achieved by consuming material objects, meaningless sex, or soma, a pleasure-inducing drug. This parallels modern America in a multitude of ways, including our â€Å"pill-popping†, consumer driven society, in which obtaining an infinite supply of finite objects is deemed as success. In both societies, citizens turn to drugs, sex, and other distractions from the harsh realities of life including pain, death, and old age. Despite their numerous similarities, Brave New World and America also have several key differences. For example, the extremity of government control in Brave New World is not found in modern America. However, one could argue that social pressure is equally influential in choosing material objects, sex, and drugs over mental pursuits. This social pressure takes the form of advice, media, and the constant stress of remaining â€Å" equal† to one’s peers. Modern American society parallels that of Brave New World with a consumer driven culture and nonsensical moral conditioning, causing a flawed value system. One of the major similarities between Brave New World and modern America is the consumer driven culture, a society which runs off of using and creating more goods. In Brave New World, the value â€Å"ending is better than mending† isShow MoreRelatedGovernment Censorship and Control in Brave New World1747 Words   |  7 PagesImagine a society in which its citizens have forfeited all personal liberties for government protection and stability; Aldous Huxley’s Brave New World, explores a civilization in which this hypothetical has become reality. The inevitable trade-off of citizens’ freedoms for government protection traditionally follows periods of war and terror. The voluntary degradation of the citizens’ rights begins with small, benign steps to full, totalitarian control. Major methods for government control and censorshipRead MoreBrave New World: Utopia or Dystopia2448 Words   |  10 Pagesplagued with no mothers or fathers; theyve got no wives, or children, or lovers to feel strongly about; theyre so conditioned that they practically cant help behaving as they ought to behave. And if anything should go wrong, theres soma. (Huxley, 2002: 151) Enjoying themselves in feelies, electromagnetic golf and in soma they are never worried, sad, nor solitary. The most frequent sentence pronounced in the novel which describes the peoples emotional state of mind is „Everybodys happy

The Negative Effects Of Juvenile Delinquency - 1286 Words

Living in poverty when I was a child, made me realize now that I am older how my life could have been completely different. I had family and friends who lived in a single parent household and others who lived with both of their parents; it made a tremendous impact on how they would behave, their morals, and values. Many of the other children who used to live in the same neighborhood as I did not appreciate the same values I would. Some of us continue going to school which was a small percentage while others become dropouts and started harming other people, and got involved in gangs. Living in property as a kid is extremely difficult because of all the negative activities occurring around you. Family structure is a big factor of juvenile†¦show more content†¦Since many variables are involved with the study there are different methods that were used in different experiments. Different methods were used to gather information and data, in the first article by Loeber, Drinkwater, Yin, Anderson, Schmidt and Crawford (2000), â€Å"We randomly selected potential study participants from the list of all boy’s present in these grades. About two-thirds of the boys did not live with both of their biological parents, and between 36% and 47% of the parents received welfare. 14% of the participants were born when their mothers were less than 20 years old† (pg. 356). Friedman, Terras and Glassman conducted an experiment sample with 326 boy participants, who had been to a family court (2000), â€Å"the fact that they have all been court-adjudicated, nearly all of these clients are from poor families, and from poor neighborhood. 51% of the subjects have grown up in single parent families, have apparently had inadequate or inconsistent parenting, and poor adult male role† (pg. 4; 7). Yoder, Brisson and Lopez (2016), â€Å"Study, which was conducted to assess the lives of low-income families and children post welfare reform. 40,000 families living in low-income neighborhoods were screened door-to-door for eligibility based on income level, race/ethnicity, and the presence of a child 10 and 14 years of age; through a stratified random sampling technique 2,458 households with incomes no more than twice the poverty line wereShow MoreRelatedChild Abuse And Neglect Cause Juvenile Delinquency1156 Words   |  5 PagesNeglect cause Juvenile Delinquency Strain theory describes the idea that there are certain events and conditions in an individual’s life that are disliked and involve the inability to achieve goals, loss of positively valued stimuli, and presentation of negative stimuli (Brezina and Agnew). Child neglect and abuse can be described by this theory, and often is, because of its elements and the effect it has on children. Before the idea of child abuse and neglect causing juvenile delinquency can be arguedRead MoreWhy Marijuana Is The Common Juvenile Crime Performed By The Youth1525 Words   |  7 Pages Based on the report of Global Youth Justice Organization, the misuse of marijuana is the common juvenile crime performed by the youth. Marijuana abuse was ranked to be #6 in their list. Teens are being involved to marijuana use for diverse reasons and this includes poor supervision and communication of parents, family problems, lack of self- discipline, lack of discipline from parents or guardians, and family his tory of marijuana or drug abuse. Other risk factors would be physical and sexual abuseRead MoreThe Concept Of Labeling Of Juvenile Delinquents By Members Of Their Society1733 Words   |  7 PagesUnit 5 DB 1 The Interactionist Approach We are beginning to see more than often, labeling of juvenile delinquents by members of their society. The term labeling theory explains how labeling tends to applied members of society, whether it is formally or informally, and the type of effect these labeling can have on juveniles and deterrence. Akers Sellers, (2009), Bernard, Snipes, Gerould, (2010), states that the labeling theorists assert that society creates deviance by creating laws, and theyRead MoreRelationship Between Police Intervention And Juvenile Delinquency1459 Words   |  6 Pagesrelationship between police intervention and juvenile delinquency and what polices are ideal for deterring deviance amplification. There are two main theories that initiate America’s juvenile justice system: labeling and deterrence. Essentially, labeling proponents believe that official intervention increases delinquency and, oppositely, deterrence theorists argue that it cracks down on deviancy. Wiley et al. (2016:283) want to â€Å"inform this debate by examining the effect of being stopped or arrested on subsequentRead MoreFor the purpose of this research, the proposed theories that will be used are Agnew’s General600 Words   |  3 Pagesinfluential with explaining juvenile delinquency. Agnew’s Strain theory is not the main theory of this research but when examining juvenile delinquency as a whole and the beginning it gives an explanation for that not in social science. This theory is used as the basic foundation to discuss the reasoning of why youth may began to commit crime to begin with Juvenile delinquency is an issue to continue rises in society without a proper solution. Similar to adult’s juveniles have a tendency to recidivateRead MoreJuvenile Delinquency and the Criminal Justice System1423 Words   |  6 Pagessystem, juvenile delinquency is an issue that I find the most overlooked and it is a problem that is growing, particularly in the poorer areas. The term juvenile delinquency refers to the antisocial or criminal activity under the age of 18 which violates the law. Everyone is affected by juvenile crime, parents, teachers, families and neighbors. It is essential that programs are implemented to help with juvenile delinquents. Although delinquency rates have decreased dramatically, the effect of delinquencyRead MoreFactors Of Sociologist Robert Agnews General Strain Theory996 Words   |  4 Pagescauses someone to be delinquent or criminally motived. He categorizes three major types of strain that produces delinquency: the failure to achieve positively valued goals, removal of positively valued stimuli, and the introduction of negatively valued stimuli (Agnew et al., 2002, p. 44). These different forms of strain greatly increase the chances for an individual to experience negative emotions such as anger, depression, and frustration. When anger is the result of strain, Agnew et al. (2002)Read MoreJuvenile Delinquency : The Common Poor Paren ting, Socioeconomic Status And Peer Pressure Essay1659 Words   |  7 PagesJuvenile delinquency is one of the most complex, interesting and challenging phenomena in Trinidad and Tobago. In recent years there have been a high proportion of juvenile males being arrested and remanded at the nation’s youth facilities. In 2013, 106 young males were sent to the Youth Training Centre (YTC), for various offences, (Ministry of Justice, 2013). Among these, 25% were arrested for murder, 16% for possession of drugs, 14% for robbery, 3% for breaching of school rules and 6% were beyondRead MoreJuvenile Delinquency Is Committed By A Minor Under The Age Of 18979 Words   |  4 PagesJuvenile delinquency refers to a status offense that is committed by a minor under the age of 18. Status offenses include crimes against property, for example, vandalism or stealing, physical violence against others for example, aggravated assault, murder, other crimes such as drug abuse violations, curfew and loitering, and driving under the influence; and sexual crimes for example sexual assault or rape (Enginurt, Ozer, Demir, Yildirim, Cankaya, 2014; Office of Juvenile Justice and DelinquencyRead MoreThe Effects Of Juvenile Delinquency On The Criminal Justice System1691 Words   |  7 Pagesthat crime is being exposed and done by minors. Juvenile delinquency has impacted the criminal justice system in various ways. It has grown over the past years and many do not know how it evolved. For once, family structure can affect juvenile delinquency in numerous of ways. The independent variable is family structure and the dependent variable is juvenile delinquency. Home environment does indeed play a role in the production of juvenile delinquency. Kierkus and Hewitt (2009) in The Contextual

To what extent should we allow L1 in the L2 classroom Free Essays

Introduction The use of a student’s first language (L1) in a second language classroom (L2) has been debated for numerous years (Morahan 2010) within the principles set by Teachers of English to Speakers of Other Languages (TESOL). Many teachers have any inherent understanding that teaching in a second language is cognitively more complex than that of a first language (He 2011). Many scholars debate the importance of L1 in the L2 classroom with various arguments related to language acquisition, how the student compartmentalises the two languages within memory and L2 exposure within classes (Cook 2001). We will write a custom essay sample on To what extent should we allow L1 in the L2 classroom? or any similar topic only for you Order Now Research over the preceding decades have seen an increase in ESL in the classroom and has become a critical topic of engagement not only in school but also in a wider society (Ford 2009). Evidence has shown that writers engauge in their L1 even when approaching tasks set within their L2 (van Weijen et al. 2009). This indicates that there is integration between L1 and L2. This paper aims to examine some of the complexities faces by TESOL and students when facilitating the use (or non-use) of L1 in the L2 classroom and the extent to which we should encourage the use of L1. The relevance of L1 in the L2 classroom There is a vitally important role to be played by the L1 and L2 classroom with regard to the level of bilingualism that has arisen in the past 40 years (Milroy Muysken 1995, p.1) with ever advancing technology and connectedness of nations. Colonisation has meant that the need for individuals to be able to communicate in more than one language has become imperative within modern education. There has also been a rise in secondary languages within ethnic minorities become further deep rooted in contemporary living (Ibid). However, the argument remains as to whether children learning a second language should be able to facilitate the use of their mother tongue or if it is more beneficial for the class to only be conducted in the second language. Language acquisition has associations with the general development theories as explored by developmental psychologists such as Vygotsky and Bruner. Aspects such as the sociocultural theory of mind in second language acquisition are commonly explored (Lantolf 2000), and how language acquisition relates to current practice of L1 use in the L2 classroom. Many of the theories with regards to sociolcultural theory have a relationship with the notion that the human mind is mediated. Vygotsky argued that individuals facilitate the use of ‘tools and labor activity’ (Lantolf, 2000, p. 1) which enables us to change our understanding of the world and the way in which we exist within it. He argued that our culture played a vital role in our understanding of language and that our understanding of the mind has enabled us to partly comprehend the levels in which cognitive actions are achieved. He further argued that language enabled children to mediate the way in which they behaved. Ot her followers of sociolcultural theory in second language acquisition (SLA) relate to the concept of private speech in which students are able to construct and understand meaning of L2 with the use of internal L1 speech. They also argue that L2 grammar complexities are often easily understood when explained in L1, as L2 explanations cause some student’s difficulties with comprehension (Lantolf, 2000, p. 31). This is where we are able to see the start of the argument developing in favour of the individual’s use of L1 in the L2 classroom (even if this is not overtly used by facilitators). There are many factors that support the use of L1 in the L2 classroom alongside those which do not, and some of these shall be explored herein. The argument for L1 in the L2 classroom Tang suggests that to learn L2 is much the same as L1, with regards to extensive exposure (Tang 2002). That is; young children initially learn to speak their mother language through a process of exposure, to include modelling and repetition. At this point, the current paper could bring the issues surrounding language acquisition device as proposed by Noam Chomsky into the debate, with regards to the predominant ability to learn language at it’s strongest until approximately 4 years of age; yet the scope for this paper does not allow for such. However, it is able to give readers an idea as to why the L1 is seemingly much easier to master than that of L2 (if the beginning of L2 learning is to begin post aged 4 years). Research has highlighted that the indication of the use of L1 in the L2 classroom actually enhances comprehension of L2 by the students (Tang 2002; Cook 2001). The alternation of languages between L1 and L2 is seen as an important criterion in some classes, and even allows understanding peers to explain in L1, the task that is being described in L2 (Morahan 2010).From personal experience, although not directly related to TESOL, teaching in L1, to a variety of students whose mother tongue is L2, gives way to peer to peer learning. It is witnessed that numerous students will facilitate their own L1, to explain to other students with equal L1, the task which is being described in L2. It is assumed that this reciprocal learning allows students a deeper comprehension of the primary language in multi-lingual classes. The aforementioned experience in part relates to the notion of the ‘New Concurrent’ method (Cook 2001), in which the teacher switches between L1 and L2, yet in th e described example, it is the student who takes this new concurrent method on board and not the teacher. The method allows teachers to explain key points to students and to allow for a more concrete comprehension in L1 as opposed to the levels of comprehension seen in explanations purely in L2. Some of the more radical approaches to TESOL, is that of cognates (Van Assche et al. 2009). Cognates facilitates the use of combining both L1 and L2 in a sentence, such as ‘Franglais’, the integration of French and English into a sentence. For example, ‘Je like la creme glacee on a ete chaud day’ (I like ice cream on a hot summers day). After approximately two weeks, the teacher would primarily be speaking 50% French and 50% English, with further progression as time goes on. This is essence facilitates the use of code switching (Auer 1999a) which is discussed in more detail in the information against the use of L1 in the L2 classroom later in the paper. Research has shown that facilitating the use of cognates in the L2 classroom decreases reading times of students alongside a comprehension ability (Van Assche et al. 2009) and an increase in word recognition times. In fact, the authors of the research state that it is very difficult for student to turn off th eir dominant mother tongue and as such, expecting them to do so may be futile (Ibid). The method of cognates and the combination of the old (L1) with the new (L2) suggests that for a student to become confident in L2, there must be an acceptance of the level of use of L1 in a classroom, and in fact it should be encouraged. If we again pick up the teachings of Vygotsky with regards to the ZPD, then expecting a student to work fully in L2 may cause them to stretch beyond their boundaries of the ZPD and as such interfere with their learning process. Lantolf Poehner (2011) suggest that within the L2 classroom there should be dynamic assessment (DA), a framework based on Vygotskian theory which allows teachers to support the development in an active method of facilitation. This active support enables students to slowly creep beyond the realms of the ZPD without overwhelming them causing for frustration or incomprehension. For such a method to work there needs to be the ability of the TESOL to facilitate L1 in aiding the development of the progression of the students L2. Teacher use of L1 There are a variety of methods in which a teacher is able to facilitate the use of L1 in the classroom to enable the continuing progression of her students as cited by Atkinson (1987) such as; eliciting language, checking for students comprehension, giving out complex instructions in the most basic of levels, co-operating in groups, basic explanations of classroom methodologies, utilising translation to highlight something recently taught, checking for sense, testing and to develop circumlocution strategies, all of which become a complex tasks if they are to be described and executed in L2. Atkinson further argues that application of L1 in the classroom enables a development of fluency and argues for its inclusion. His writing came within the 1980’s, a time in which there was a general trend for exclusion of L1 and as such bore the brunt of criticism. However, his explanation with regards to how L1 is utilised in the L2 classroom was clear and left little room for justified cr iticism. Student use of L1 It is common for students in the L2 classroom, to facilitate the use of L1 in group, or pair work. The use of L1 will allow them to work and develop within their Zone of Proximal Development (ZPD), a theory well constructed and evaluated by Vygotsky (1987) and commented on widely in second language acquisition (Escandon Sanz 2011; Compernolle et al. 2012; Lantolf Poehner 2011). The general assumption is that if students are able to facilitate L1 intermittently, then L2 students may process cognitively, at a much higher level, than if working in L2 alone. This in turn creates a higher level of understanding (Morahan 2010). Students are also seen to facilitate a concurrent method as aforementioned and this appears to have justifications for the use of L1 in the L2 classroom. The argument against L1 in the L2 classroom Research has highlighted that even since the 1880s, there has been this direct avoidance of the utilisation of L1 in the L2 classroom (Howatt Widdowson 2004). According to Howatt and Widdowson (2004, p.289); ‘†¦the monolingual principle, the unique contribution of the twentieth century to classroom language teaching, remains the bedrock notion from which others ultimately derive.’ It is within such a quote that we are able to see the opposition to the use of L1 in the L2 classroom, stating that monolingual classrooms form the basis for which the successful teaching of L2 would lay. It is a fairly common theme for many teachers and academics in the field of language acquisition, that English should be rendered almost obsolete (applicable to any L1, besides English), with many textual companions only facilitating the use of L2 within materials (Halliwell et al. 1991). With regards to the way that young children learn their first language, this follows on from the principles of exposure; that students are only spoken to in L2 and L1 is obsolete. The student has to fully engage in the class activities or they will not comprehend. It is to be expected that total L2 engagement is to speed up the process in which language is acquired, as it did for L1 Difficulties arise in classes where all students have the same L1 as the teacher and are furthermore all engaged in the learning of the same L2. Students who are having difficulties with comprehension are likely to seek assistance in L1 which may be a compelling persuasion for the teacher to respond in L1, especially when an individual student is clearly distressed with confusion. The only way in which a purely L2 classroom could be achieved would be if the teacher did not speak the students L1 and all students had different L1’s from one another; an unlikely circumstance (Cook 2001). Language compartmentalisation In the literature exists arguments that successful comprehension of L2 requires that L1 and L2 are kept separate cognitively, such that they remain distinctive systems of their own, an argument which has remained prominent since the 1950’s as ‘Contrastive Analysis’ (Lado 1957); Contrastive analysis suggests that continuous use of L2 when describing or explaining L2 terminology and language adds to the development of separate linguistical systems. It is argued that L2 should only be acquired through the use of L2 and that there should be no association with L1. The argument set by theorists with contrastive analysis was that if a student was experiencing difficulties with L2, these were likely to be linked to issues within L1, which were transferring into L2. The idea was that through pure use of L2, issues relating to perplexity could be eliminated (e.g., the confusion between English and French sentence construction could cause an English L1 student to have diffi culties with the comprehension of L2 French, due to the inherent formation structures in L1 English). However, issues are likely to arise when expecting a student to think both vocally and privately in L2. Language compartmentalisation: code-switching Code switching is the theory that students are able to have both L1 and L2 ‘online’ at a single time which means that although L2 is not facilitated by the teacher, the student is able to use a process of bilingual attention to the subject matter (Cook 2002). This is classed as a highly skilled language aptitude and is seen to require the student to be able to switch between L1 and L2 quickly and coherently. The argument here is that in everyday situations in which the student is likely to be involved, with L1 and L2, a process of code switching is most likely to be the cognitive method (Ibid). Keeping the two languages separate within teaching allows the student to become more comfortable with the ways in which they will facilitate both the interplay between L1 and L2 in conversations in L2 outside of the classroom (Stern 1992). It is highly likely that students will mediate between both L1 and L2 and as such it is almost an unfeasible task to expect the student to have internal (private) speech primarily within L2. Furthermore, it is suggested if students were to have separate cognitive functions for both L1 and L2, they would find jobs that utilise both L1 and L2 languages (interpreter/travel advisor) inherently difficult. For there to be cohesion between comprehension and production, students would need to be able to integrate both L1 and L2 in a system that allows them fluidity in their language. Code switching is explored thoroughly in the literature (Miller Amberber et al. 2009; Auer 1999b; Gardner-Chloros 2009; Milroy Muysken 1995). Research suggests that it is a common occurrence for bilingual speakers to facilitate two or more languages within one conversation which shows very little difficulty (Gardner-Chloros 2009). It is suggested that this is code switching in process. Part of the argument made with regards to code switching is that it is a very difficult aspect to study from a scientific point of view. It includes the combination of socio linguistic, grammatical, psycholinguistic and developmental aspects which are all independent in their nature. A reductionist approach would be inappropriate in this instance yet an approach from a holism viewpoint would create difficulties with the amount of data that would need to be analysed. If we are to develop the idea of real-world experience with regards to L1 in the L2 classroom, it should be understood that situations in which L2 would be facilitated would usually require the student to have little or no backup from L1 sources. The idea of the L2 classroom is to give students a sample of the type of interactions that they will face during real communication. A class in which L1 is commonly used is unlikely to be a valid example of real life bilingual speaking. This forms further support towards the arguments that L1 should be eradicated in the L2 classroom (Cook 2002). The reality of the situation is when teaching students in L2, there are numerous instances in which L1 acts as a facilitator, especially when the student is finding an aspect of L2 extremely difficult to understand. As a teacher you are obliged to help students and if continuing in L2 does not enable the student to develop a full understanding, then the entire aspect of ‘teaching’ is no longer valid. Conclusion The aim of this paper was to present arguments both for and against the use of L1 in the L2 classroom. General investigation has highlighted that ideas which relates to the complete eradication of L1 in the L2 classroom are dated and that modern approaches to L2 acquisition are more likely to include and facilitate the use of L1. Research has shown that when L1 is used alongside L2 by the TESOL, then comprehension of the L2 has increased. Some of the early theoretical foundations of language as proposed by Vygotsky with regards to the zone of proximinal development are mirrored in modern methods. The use of cognates within the L2 classroom combines both L1 and L2 and allows the student to slowly progress and comprehend how the L2 fits in with their current understanding of their L1 language. It allows the teacher to scaffold their learning and therefore enables them to progress in the most productive of manners. Although the argument against the use of L1 in the L2 classroom falls pr edominantly on the idea that L1 is not used when a student is talking in L2, in real-world situations, it is highly likely that a student will be comparing their comprehension of L2 with the underlying comprehensions of language that they of course have in L1. Facilitators of L2 curriculums must also bear in mind the relationship between peers. Students are likely to confer with one another in L1 regarding their work that they are required to complete in L2. This further supports the idea that the use of L1 in the L2 classroom allows students to make the most beneficial progression. The same is also found in classes in which the teacher has a different L1 than that of her students. The general consensus found from this paper is that L1 should be allowed in the L2 classroom. References Van Assche, E. et al., 2009. Does bilingualism change native-language readingCognate effects in a sentence context. Psychological Science, 20(8), pp.923–927. Atkinson, D., 1987. The mother tongue in the classroom: a neglected resourceELT journal, 41(4), pp.241–247. Auer, P., 1999a. Code-Switching in Conversation: Language, Interaction and Identity, Psychology Press. Auer, P., 1999b. Code-Switching in Conversation: Language, Interaction and Identity, Psychology Press. Compernolle, V., A, R. Williams, L., 2012. Promoting Sociolinguistic Competence in the Classroom Zone of Proximal Development. Language Teaching Research, 16(1), pp.39–60. Cook, V., 2002. Second language learning and language teaching. Language Learning, (25), pp.73–80. Cook, V., 2001. Using the First Language in the Classroom. Escandon, A. Sanz, M., 2011. The Bottom-up Move Within Vygotsky’s Zone of Proximal Development: A Pedagogical Application for Teaching Agreement in Spanish as a Foreign Language. RELC Journal, 42(3), pp.345–361. Ford, K., 2009. Principles and Practices of L1/L2 Use in the Japanese University EFL Classroom. JALT Journal, 31(1), p.63. Gardner-Chloros, P., 2009. Code switching. Available at: http://www3.cambridge.org/asia/catalogue/catalogue.asp?isbn=9780521681131 [Accessed June 9, 2012]. Halliwell, S. et al., 1991. On target: Teaching in the target language, Centre for Information on Language Teaching and Research. He, A.E., 2011. Possibility of Crosslingual Transfer: A Comparative Study of Chinese (L1) and English (L2) Lessons. The Modern Language Journal, 95, pp.64–80. Howatt, A.P.R. Widdowson, H.G., 2004. A History of English Language Teaching, Oxford University Press. Lado, R., 1957. Linguistics Across Cultures: Applied Linguistics for Language Teachers. Lantolf, J.P., 2000. Sociocultural Theory and Second Language Learning, Oxford University Press. Lantolf, J.P. Poehner, M.E., 2011. Dynamic Assessment in the Classroom: Vygotskian Praxis for Second Language Development. Language Teaching Research, 15(1), pp.11–33. Miller Amberber, A. et al., 2009. Language switching and language selection in bilinguals with aphasia?: grammatical versus discourse impairment | Macquarie University ResearchOnline, Language switching and language selection in bilinguals with aphasia?: grammatical versus discourse impairment. Available at: http://www.researchonline.mq.edu.au/vital/access/manager/Repository/mq:19004 [Accessed June 9, 2012]. Milroy, L. Muysken, P., 1995. One Speaker, Two Languages: Cross-Disciplinary Perspectives on Code-Switching, Cambridge University Press. Morahan, M., 2010. The Use of Students’ First Language (L1) in the Second Language (L2) Classroom. Stern, H.H., 1992. Issues and options in language teaching, Oxford Univ Pr. Tang, J., 2002. Using the L1 in the English Classroom. Forum, 40(1), pp.36–43. Vygotsky, Z.P.D., 1987. Zone of Proximal Development. van Weijen, D. et al., 2009. L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second Language Writing, 18(4), pp.235–250. How to cite To what extent should we allow L1 in the L2 classroom?, Essay examples

Othello as a Tragic Hero Essay Sample free essay sample

One of the most obvious focal point of dissension about Othello is whether Othello was a tragic hero or non harmonizing to the authoritative construct of a tragic hero ; whether his word picture. personal properties make him fall into the sphere of Aristotelean construct of tragic hero ; Whether or non he possessed a tragic defect. To Swinburne. Othello was â€Å"the baronial adult male of man’s making† . ( Swinburne ) But T. S. Eliot. on the other manus spoke unfavourably of his â€Å"cheering himself up† . ( 153 ) and came out with a famed critical term â€Å"Bovarysme† . Robert H. Heilman ( 1956 ) comes really close to repeating the Eliot place when he says ; â€Å"Othello is the least heroic of Shakespeare’s tragic heroes. † ( p. 166 ) The designation of Othello’stragic flawdiffers from reader to reader and from critic to critic. Some critics are of the position that inordinate Egotism and assurance of Othello remain the chief cause of his calamity. He harbors undue intuitions against Desdemona. He had a trusting nature and he is thorough in his trust of Iago. ( Bradley. 1965. p. 213. Jealousy overpowers him and he lacks self-denial. It is barely likely that even a combination of all these would be equal to what Aristotle considered to be a serioustragic flaw.and he exhibited any of the weakness mentioned above. It would barely be logical to state that the Othello was punished for offense in the yes of the Godhead. Another position is that the present weaknesss of Othello may be taken to agencies that he was he was ever like that. and his calamity comes due some built-in or unconditioned unsoundness in his character. However we get no indicant of this in the drama. The construct of the tragic hero that we gather from Aristotle’sPoeticssis that he is a extremely esteemed and comfortable adult male who falls into bad luck because of some serioustragic flawi. e. tragic defect. Aristotle gives the illustration of Oedipus and Thyestes. which means that harmonizing to him. it was Oedipus’tragic flawthat was straight responsible for his autumn. Although the significance oftragic flawis far from certain. its most frequent applications is in the sense of false moral judgement. or even strictly rational mistakes. Among Greeks no crisp differentiation between the two existed. It is by and large believed that harmonizing to Aristotle thetragic flawoff Oedipus consists in some moral mistakes and it has been tried to place assorted moral mistakes in Oedipus. Othello besides possessed these moral defect and his calamity merely comes due to these moral defects. So harmonizing to Aristotelean construct. Othello is a tragic hero as he is a larger t han life character and has tragic defects that conveying his devastation. Distinguished Professor Butcher has identified four possible scope of significance of Aristotle‘s Hamartia i. e. tragic defect. The foremost of these intensions is an mistake due to ineluctable ignorance of fortunes whereas an mistake caused by unknowingness of conditions that might hold been identified and for that ground to some extent morally blamable is another manifestation of the sense in which the termtragic flawwas used by Aristotle. The 3rd sense is â€Å"A mistake or mistake where the act is witting and knowing. but non consider. Such Acts of the Apostless are committed in choler or passion. † Where as 4th one is â€Å"A mistake of character distinct. on the one manus. from an stray mistake. and. on the other. from the frailty which has its place in the perverse will†¦a defect of character that is non tainted with a barbarous intent. † [ 1 ] This essay will seek to analyse all these manifestation of tragic defects present in the character of Othello to attest that he was a tragic hero. The character of Othello possesses an aura of personality that makes him distinguished every bit good naif and unprocessed as compared with other characters in the drama and other Shakespearian supporters. That is the exclusive ground that why he fell a quarry to Iago’s secret plan. Iago told Roderigo. â€Å"O. sir. content you. I follow him [ Othello ] to function my bend upon him â€Å" ( I. I lines 38-9 ) . Iago explains that merely follow Othello to certain extent. A fundamental guess is that as the slaying of Othello’s married woman Desdemona is the consequence of craftiness of Iago. so himself remained a victim to the evil mastermind of Iago. Othello’s wrath was a merchandise of his impulsiveness. the built-in defect in his character. but that was utilised and triggered by the intrigue of Iago. The discourtesy of Iago – to cabal the death of the Moor – is worse since it is embedded in a shrewd head with organized effort whereas the error of Othello was the consequence of his naivete . He was blindfolded by a irritant in the bosom and head. But his wickedness can non be justified merely on this land as there were assorted methods to look into the culpability. However. it can be illustrated that Othello permitted himself to be influenced by Iago’s proposition of the infidelity of Desdemona. Iago merely provides a justification that was needed by Othello. Some critics are of the position that Desdemona’s slaying is an result of Othello’s inordinate haughtiness and his impulsiveness to decision-making. A. C. Bradley ponders over the temperaments and nature of Othello and says in this respect ; â€Å"The beginnings of danger in this character are revealed but excessively clearly by the narrative. In the first topographic point. Othello’s head. for all its poesy. is really simple. He is non observant. His nature tends outward. He is rather free from self-contemplation. and is non given to contemplation. Emotion excites his imaginativeness. but it confuses and dulls his mind. On this side he is the really opposite of Hamlet. with whom. nevertheless. he portions a great openness and trustingness of nature. In add-on. he has small experience of the corrupt merchandises of civilized life. and is nescient of European adult females. † ( p. 217 ) Despite this major defect. he possessed some distinguishable personality traits. His has the capacity to construct positive and mutual relationships and to take a figure of stairss to carry. He possesses the capableness to orient an attack to appeal to the demands of a peculiar audience and an illustration of this relationship edifice is his echt company with Iago. But once more this trait of Othello is used against him as Iago takes advantage of his trust and design more evil secret plans against him. Although Othello possesses some evil leanings but he is capable of forestalling these base and evil inherent aptitudes to rule him. In order to turn up the grade and gravitation of his wickednesss. his motivations fro his evil actions must be taken into consideration. It can be argued that his wickednesss are merchandise of weak mental modules and some built-in defects in his character. It was further enhanced by the use of Iago alternatively of his pride. His action of slaying Desdemona was besides non due to lack of assurance as he was a strong leader as manifested by his ability to command military and assorted other provinces personal businesss. But his leading does non intend that he was forfeited against personal phantasies and caprices of imaginativeness. Othello’s basic quandary was that he was in a wholly new socio-cultural surroundings. He was in a new metropolis with a new bride who was graceful and immature. Furthermore. Othello was in deep love with her does non cognize her well. He was unsure about Desdemona determination to choose him as her hubby. and can merely grok one elucidation. â€Å"She lov’d me for the dangers I had pass’d. † ( I. three. 167 ) He is cognizant of the prevalent environment of bias and prejudice in Venice and without uncertainty must ask why Desdemona would against her ain norms and values and associate white Venetians by get marrieding an foreigner. All these added intuition in his heads before Iago begins his conniving secret plan. Although Desdemona was an prototype of love and attention for her. but his preconceived impressions can non enable him to believe in her love unreservedly. His response to his skeptic head is to set Desdemona on a base. doing her an â€Å"emblem of pureness and trustworthiness† ‘Tis non to do me jealous/ To state my married woman Is just. provenders good. loves company. Is free of address. sings. dramas. and dances good. / Where virtuousness Is. these are more virtuous. Nor from mine ain weak virtues will I draw/ The smallest fright or uncertainty of her rebellion. For she had eyes. and chose me. ( 3. 3. 180 ) Othello arrived at the decision that Desdemona’s consideration and virtuousness merely capacitated her to experience fondness for the unlovable — an unstable apogee arising from his low dignity. When Iago cast away this fabricated idealism with his evil designs. he is simply beef uping what Othello considers deeply to be exhaustively possible i. e. that Desdemona could love another adult male. Iago is on manus to verify Othello’s primary uncertainties: Ay. there’s the point! as ( to be bold with you ) / Not to impact many proposed matches/ Of her ain climate. skin color. and degree. / Whereto we see in all things nature tends †¦ Her will. flinching to her better opinion. / May autumn to fit you with her state signifiers. / And merrily repent. ( 3. 3. 228 ) So all these facts. statements and supported grounds clearly manifest that Othello was a lager than life character and his tragic defect contributes toward his calamity. It is both an amalgam of self-infliction and fortunes beyond his control. He is a baronial character but when things go incorrect and force per unit areas builds up. Othello’s insufficiencies are revealed like the clefts in the dike. This makes him a tragic hero harmonizing to really construct of Aristotle. A. C. Bradley refutes the point of position that Othello was non baronial and has no features of a tragic hero. He is of the position ; This character is so baronial. Othello’s feelings and actions follow so necessarily from it and from the forces brought to bear on it. and his agonies are so heart-rending. that he stirs. I believe. in most readers a passion of mingled love and commiseration which they feel for no other hero in Shakespeare. and to which non even Mr Swinburne can make more than justness. Yet there are some critics and non a few readers who cherish a score against him. They do non simply think that in the ulterior phases of his enticement he showed a certain dullness. and that. to talk pedantically. he acted with indefensible abruptness and force ; no 1. I suppose. denies that. ( p. 221 ) Mentions Bloom. Harold.William Shakespeare’s Othello. New York: Chelsea House. 1987. Bradley. A. C.Shakespearian Calamity: Lectures on Hamlet. Othello. King Lear. Macbeth. 2nd erectile dysfunction. London: Macmillan. 1905. Butcher. S. H. Aristotle’s theory of Poetry and Fine Arts. Hell and Wang: New York. 1961. Elliot. T. S. The Hero Cheering Himself Up. Shakespeare and the Stoicism of Seneca. ED. Leonard F. Dean. Thomas Y. Crowell Company. 1961. 153-155. . Heilman. Robert B. Magic in the web ; action A ; linguistic communication in Othello. Lexington. University of Kentucky Press. 1956. Shakespeare. William. Othello. Penguin Books. New York. 1993 Swinburne. A. C. A Study of Shakespeare ; Edited by Goose Edmund. Website ; lt ; lt ; hypertext transfer protocol: //www. Gutenberg. org/ebooks/16412 gt ; gt ; [ 1 ] For elaborate treatment on these manifestations of the termHamartia.delight see Aritotle’s theory of Poetry and Fine Arts by S. H. Butcher ( pp. 310-315. )

Global Strategy And Policy - Free Smaple at MyAssignmentHelp

Questions: 1) Importance of fixing or firing underperforming employees.2) Authors view on fixing or firing an employee and justification.3) Thing to remember in counseling underperforming employees and putting them on an effective performance plan.4) Ways for underperforming employees rationalize their performance.5) Three different perspective the managers consider before terminating an employee who underperform.6) Applying the lessons from the book to my own performance. Answers: 1) Importance of fixing or firing underperforming employees It has been observed that the managers of the organization may find it difficult or challenging to deal with the employees who are underperforming. In order to deal with the context, different analyses have been done. The author Steven Shaer has provided a number of strategies, theories and some practical facts in improving employees performance. It is evident that high employee turnover could hurt the bottom line of the company. In addition, Shaer (2013, p.123) commented that it could cost double of an employees salary to hire and train a new employee. Moreover, on the other hand, Shaer (2013, p.165) opined that firing an employee could damage the morality among the exiting employee of the organization. The author Steven Shaer has also stated that the cost of employee turnover for any business is always greater despite of the level of wages paid to the employees who are leaving or joining the organization. Furthermore, in order to reduce the turnover cost of the company it is essent ial for the organization to develop the workplace policies such as management support, consultation with the employees and defining the terms of policies. On the other side, there have been different reasons based on which the organization takes the initiative to fire the employees as it could be difficult to work with the employees who do not cooperate in developing organizational performance. For example, it can be stated that, there are some employees who order other employees to do their tasks. They could create difficulties for others in the workplace. In addition, the author Steven Shaer has mentioned that some of the employees within the organization could always perform poorly and they become clueless for their action. Thus, it is necessary for the organization to fix and fire employees based on the situations cropped up. 2) Authors view on fixing or firing an employee and justification On the context of firing or fixing an employee, the author Steven Shaer has been given a critical but positive opinion. The author stated pointing the managers of the organization that they have to deal with tough employees. The managers might face the situations where they have to coach the employees whose performances are not up to the standard. However, some other situations could appear where not all efforts put by the managers are enough. Thus, the best technique needs to be let the employees go rather spending more time on them. Nevertheless, the author thinks that firing an employee could tarnish the morality of other remaining employees. Moreover, it could increase the turnover rate of the organization, which in turn could damage the image of the company in the industry. Therefore, the author thinks, the organizations need to implement some motivational strategies to retain and develop the performance of the employees. The motivational strategies such providing them rewards, promotion based on performance, involving them in decision making and problem solving. The author concludes this context stating fixing an employee is better than firing the employees (Shaer, 2013, p.173). 3) Thing to remember in counseling underperforming employees and putting them on an effective performance plan In this particular context, the author has mentioned about different things such as building a relationship based on mutual trust, getting the agreement exploring alternatives, handling to excuse, proving feedback etc (Shaer, 2013, p.171).It is observed that establishment of any coaching relationship is usually rooted in managers daily contact with the staffs. Thus, it can be added that without a certain of trust implementing a better coaching meeting could be impossible as mentioned by Shaer (2013, p.11).In addition, by exploring the ways, the issues could be solved quite easily by motivating the employees in identifying alternative solutions. 4) Ways for underperforming employees rationalize their performance There have been multiple ways the employees could undertake to rationalize their performance in an organization. The employees could develop their practice of working and work performance through teamwork. While working in a team, the employees could get multiple opportunities while working in a team. The employees get the opportunity to share knowledge and information. They gain the ability in making decision, solving problems and dealing with difficult situations. In addition, there have been different situations where the employees find it difficult to manage time for the tasks and they end up underperforming. In addition, the management of the company usually provides coaching for the employees who underperform. Based on the information provided in coaching, the employees could identify their weak area and find suitable situations. 5) Three different perspective the managers consider before terminating an employee who underperform Before terminating an employee, the manager of the organization needs to consider a number of things such as considering whether the employee fails unprotected status. For example, the manager needs to consider whether the underperforming or affected employees fail into the category, which is protected by federal laws. The managers of the company need to be aware of the fact that employees are not terminated due to their race, age, citizenship religion, sexual orientation, etc (Shaer, 2013, p.109). On the other side, the managers need to consider possible retaliation allegations. For example, other employees may file complaint regarding work violation, discrimination, etc. In addition, the manager also needs to consider protecting confidential information about the organization and its management as stared by the author. For example, the information could be about employees, clients. It could be harmful for the organization if any employee removes or utilize any information. Lastly, the managers need to confirm whether the affected employee has adequately been paid for the tasks they performed. Shaer (2013, p.160).stated that the company must pay for the tasks performed until last date of terminating. 6) Applying the lessons from the book to my own performance The book fixes them or fire them provided a great assistance to my own career. There are certain lessons with respect to fixing and firing an employee within an organization. The lessons help me to analyze the situation while terminating or retaining an employee. Before firing an employee I would consider the things such as the reason for terminating or retaining and any possible outcome that could affect the organization later. While firing an employee, being a manager of the company I would investigate the reason for his/her poor performance. Based on the reasons, I would implement the necessary steps. For example, if an employee is underperforming due to lack of involvement in meeting, discussion, decision making, then I would provide the assistance required for their improvement. Reference List Shaer, S. (2013). Fix them or fire them.: Challenger Press.