Lean construction Essay Example | Topics and Well Written Essays - 5750 words

Lean construction - Essay Example In fact, lean construction is set to be considered as the benchmark for other industries as it is for manufacturing currently. Effective tools and strategies can be implemented in the construction industry to implement lean and reduce waste to achieve operations efficiency through improved quality and productivity. Table of Contents Chapter One: Introduction Background to study Aims and objectives Research methodology Summary Chapter Two: Literature review Production and Operations Management Project life-cycle Productivity challenges Lean production system Lean principles The concept of waste The Toyota way Lean construction Lean and strategy Lean implementation Chapter Three: Conclusions and recommendations References Chapter One: Introduction This chapter introduces the concept of lean management in production and discusses its evolution, importance, relevance in construction, aims and objectives of the study, the research methodology applied and the overall organization of the re search study. Background to study Lean concept is much appreciated, tested and practiced in industries like manufacturing, government, health care and other institutions. Lean in construction has been found to save costs and customers too increasingly prefer lean management of construction for cost savings. As there is much waste that is generated in the construction industry, implementing lean in construction industry can yield cost savings and reduce lead times for the benefit of all. It also found that present construction industry creates value at the rate of 10 percent while generating waste at the rate of 57 percent while in the manufacturing sector that implements lean, the reverse is true as it creates a value add of 62 percent and a waste of 26 percent (Sowards, 2012). Lean thinking was first applied to car manufacturing service but later evolved to be applied to other manufacturing sectors and hence been implemented in other industries as well. Lean implementation challeng es traditional business processes to improve performance to give a competitive advantage to the business. The concept of lean thinking or management is defined as â€Å"the process of continuously eliminating waste in all processes and systems† and was primarily related to production. Henry Ford first introduced this concept in his company in the manufacturing segment and later adopted it into other segments like accounting and non0manufacturign operations. The Japanese saw lean as a method to superior manufacturing through quality improvement and later started adopting it in other areas of the business processes, with the efforts and success of Toyota drawing attention worldwide (Bottirov, 2011). As other sectors including government and healthcare started implementing lean methods throughout the entire spectrum of business processes, construction industry too started considering the advantages of lean management (Bottirov, 2011). As the concept of lean management has emerge d from the production line, much of the practices, tools and techniques are readily available for implementation in manufacturing but construction being a different area than manufacturing, all of the principles and practices of lean production management do not fit into the construction industry, although there are many similarities in the processes of the two industry

Summary of Doctor Faustus Essay Example for Free

Summary of Doctor Faustus Essay Central Conflict: Doctor Faustus is unsatisfied with the limits of traditional forms of knowledge so he decides that he wants to learn how to practice magic. With the help of his friend Valdes and Cornelius teaching him magic, he starts off his career by summoning a devil named Mephastophilis. He sends Mephastophilis back to his master, Lucifer, with the offer of his soul in exchange for 24 years of service from the devil. Mephastophilis returns with the news that Lucifer accepts Faustus’s offer. He has some doubts at first because he didn’t really know if it was worth sacrificing his soul or not, but Faustus eventually agrees to the deal and signs it with his blood. With his new powers, he decides to travel to spread his fame. He goes to Rome and plays tricks on the pope by making himself invisible and stealing food. Faustus also travels to courts of Europe and the court of the German Emperor where he made antlers sprout on the head of a knight when he scoffs at Faustus’s powers while impressing Charles V the emperor. Faustus then continues on with his trickery and plays a trick on a horse trader by selling him a horse that turns into a heap of straw when ridden into a river. Eventually, Faustus bumps into all of those of whom he had tricked at the Duke of Vanholt and casts a spell on them to send them away to amuse the duke. Right before his inevitable death, the night before the expiration of his 24-year agreement, Faustus is overcome by fear and remorse. He attempts to beg for mercy but by then it was already too late. A host of devils appear and midnight to take his soul off to hell. Protagonist: Although, this character did play a lot of tricks on many other characters in the play, I believe the protagonist is Faustus. His ambition and drive for knowledge, wealth, and power makes him willing pay the ultimate price; the sacrifice of his soul to Lucifer in exchange for supernatural power. Antagonist: I believe the antagonist is the devil, Mephastophilis. He is Lucifer’s servant and spears and handles the deal with Faustus’s soul. He threatens to transform Robin and Rafe into animals for their stupidity of summoning him. Chorus: The chorus is a bit vague in the play but there was a character that stood outside the story, providing narration and commentary. Response: The play was interesting at first but I was disappointed with how it ended because I was expecting it to have a more epic ending. I did like the little moral behind the story though. Faustus abused his powers by being cruel to everyone and playing tricks and when he begs for mercy, it was already too late. In my opinion, I think this play would be hard to pull off in a theatre setting because of all the different settings where Faustus traveled and the story plot isn’t all that interesting either.

Self Regulation Theory In Relation To Motivation Education Essay

Self Regulation Theory In Relation To Motivation Education Essay Learning and acquiring a second or foreign language can be difficult for some people and at the same time easy for others. Factors influencing this observation may be explained in terms of individual differences in Second Language Acquisition (SLA). These individuals differences may include personality, intelligence, language learning strategies, attitude, emotion and motivation. Some researchers believe that motivation may impact learners whole process of learning a second language (L2) (Gardner Lambert, 1972). One theory which has long been recognised in the field is called self-determination theory (e.g. Brown 1981, 1990), and it examines intrinsic/extrinsic motivation in L2 learning. However, there has also been a development of a more process-oriented theoretical approach namely the process model of L2 motivation by Dà ¶rnyei Ottà ³ (1998). They have highlighted the importance of developing self-regulatory strategies to manage, reinforce or sustain ones motivation during the course of learning. Accordingly, L2 self-regulation theory was later proposed by Dà ¶rnyei (2005), and the theory represents a major reformation of previous motivational thinking. This essay, therefore, will discuss the extent in which motivation plays a key role in second language learning. The focus of this essay is specifically on the linkage between self-regulation theory and second language learning, using the authors personal experience in Persian language learning as a case study. Research Objective The aim of this essay is to examine the authors experience in Persian language learning and analyse, based on self-regulation theory, to what extent motivation contributes to the learning of a second language. Methodology The essay employs a qualitative analysis based on theories and the authors personal experience in Persian language learning. First, definitions of the term motivation will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and constructs of motivation in relation to self-regulation will be explored. Third, the role of motivation in the authors Persian Learning Experience will be evaluated based on self-regulation theory. Finally, a conclusion will be presented with a further discussion on future recommendations. CHAPTER TWO DEFINITIONS OF MOTIVATION Motivation is a broad concept, and definitions of motivation vary according to research and findings. The aim of this section is to explore several definitions of the term motivation and conclude on the most appropriate definition in second language (L2) learning which will contribute to this essay. To begin with, motivation comes from the Latin verb movere which means to move. It can be described as the driver inducing a person to take a certain action, make a decision, or invest efforts toward carrying out certain behaviours (Dà ¶rnyei Ushioda, 2011: 3). In a psychological perspective, motivation is often defined as the psychological quality that leads people to achieve a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communication skills could be a goal. In a socio-educational framework, motivation to learn the second language is viewed as requiring three elements: effort, desire, and enjoyment. First, the motivated individual must expend an effort to learn the language. There must be a persistent and consistent strive to achieve success in learning such as by doing homework, practicing the language whenever there is an opportunity, etc. Second, the individual must demonstrate the desire to achieve the goal. Such individual will do all that is necessary to achieve the goal. Third, the motivated individual will enjoy the task of learning the language. Such an individual will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to differentiate individuals who are more motivated and those who are less motivated. However, each element, by itself, is seen as insufficient to reflect motivation. Some students may display effort, even though they have no strong desire to succeed, and may not find the experience particularly enjoyable. Others may want to learn the language, but may have other things that detract from their effort, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motivation has been identified as one of the key factors which determines L2 achievement and attainment. Motivation initially serves as an impetus to generate learning and later as a sustaining force to ensure that the learner remains on-track with acquiring the target language (Cheng Dà ¶rnyei, 2007). According to Gardner (1985: 50), he posits that motivation in learning is based on four characteristics: a goal, effortful behaviour, a desire to attain the goal and favourable attitudes toward the activity in question. Dà ¶rnyei and Ottà ³s definition of L2 motivation (1998: 65) has a broader sense; they defined motivation as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. According to Dà ¶rnyei and Ushioda (2011: 4), the by far definition that most SLA research, including this essay, would agree on concerns the direction and magnitude of human behaviour, that is, motivation accounts for: why people decide to do something (choice), how long they are willing to sustain the activity (persistence), and how hard they are going to pursue it (effort). It is important to note that although choice, persistence, effort are the three key issues allowing learners to regulate their own motivation, Ushioda (2003: 99-100) further demonstrates that in order for motivation to grow in a positive way, it cannot be seen as a progressive attempts to regulate behaviour from outside. There needs to be supportive interpersonal processes which foster the development of autonomy and the growth and regulation of motivation from inside. Thus, with this in mind, this essay will consider the issue of motivation in relation to self-regulation in the following chapter. CHAPTER THREE REVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motivation plays an important role not only in general academic learning, but also in the process of achieving the goal in a second language learning. According to Dà ¶rnyei (2002), L2 motivation has been seen as a dynamic construct that directs and enhances learning behaviour. There are many theories that devoted to motivation in relation to autonomy and strategy use, and two most-cited theories are self-determination theory and self-regulation theory. The self-determination theory, which was developed from the education psychology approach, examines about intrinsic and extrinsic motivation in relation to the learners behaviours and regulation. It denotes a sense of choice, personal responsibility, and self-initiation of behaviours. While the self-regulation theory, a more recent development within the field of SLA research, refers to self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals. Other well-known related theories are Language Learning Strategies (LLS) and L2 Motivational Self System. LLS is another approach which relates to strategic behaviours and keys attribute of good language learners. This theory has been trying to establish a link between strategic behaviour and actual learning gains, to demonstrate that strategies are not culturally biased, and to explain why poor strategies user differs from good strategy users only in how they use strategies in context but not in the kinds or frequency of strategy they use (Ortega, 2009:214). Though self-regulation is a more recent alternative study that replacing the traditional emphasis on sheer frequency of strategy use. Its emphasis on the creativity of efforts employed to control ones learning processes is the main issue I would like to point out in this essay. L2 Motivational Self Systemis another important recent theory of L2 motivation proposed by Dornyei (2005). It concerns motivation especially in terms of the theory of possible selves and the self-discrepancy theory (Dornyei Ushioda, 2011). Drawing on theoretical paradigms from both motivational psychology and L2 motivational research, Dornyei (2005)s L2 Motivational Self System model has three main dimentions: the Ideal L2 self, the Ought-to L2 self, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motivation in the context of SLA, self-regulation theory seems to best fit this essay. The self-regulatory approach allows for the combined study of motivation and strategic behaviour, and of cognition and affect, under a single theoretical framework. As supported by Ortege (2009: 211) who demonstrates a clear relevance of self-regulation theory to SLA and individual differences when learning another language poses a high-anxiety and complex challenge that demands cognitive as well as affective self-regulation, and individuals differ in their capacity to self-regulate. There have been concerns about the clear-cut of LLS, as according to Dà ¶rnyei (2005: 162), there is a change of perspective that the LLS are immensely ambiguous phenomena and nothing is clear-cut about them. Furthermore, Dà ¶rnyei (2005: 190) stated that researchers started to accept that examining the LLS was not important as much as the fact that the good learners choose to put creative effort in their own learning and that they have the capacity to do so. Thus, because of learning strategies examine the outcome of these forces, I decided to draw self-regulation theory which is looking at the initial driving forces. The L2 Motivational Self System also does not fit in my context of describing a short language experience. It concerns more in terms of primary sources of the motivation to learn another language which are the Ideal L2 Self, Ought-to L2 Self, and L2 learning Experience. Review of Self-regulation Theory in Second Language Acquisition The starting point of self-regulation theory is that human endeavours are always goal-directed, intentional, effortful and voluntary (Boekaerts et al., 2006). In the face of multiple goals and ensuing environmental challenges, humans are capable of achieving the ends they choose to pursue because they are able to self-regulate their behaviour (Ortega, 2009: 211). In the context of SLA, L2 self-regulation is a process by which individuals direct their efforts, thoughts, and feelings toward the attainment of their personal goals, and self-regulation is neither a discrete mental ability nor an academic skill (Zimmerman, 2000). In other words, self-regulation involves processes, responses, and strategies that students initiate and regulate (Zimmerman, 1986) to activate and sustain both their behavioral conduct and their cognitive and affective functioning (Boekaerts, Pintrich, Zeidner, 2000; Zimmerman, 2001). Self-regulation theory became the recent developments in the field of L2 individual differences as there has been a need to reconceptualize the strategic behaviour into a theory over the past decades. The two main proponents for this urge are Dà ¶rnyei and Skehan (2003) who have pointed out that the L2 learning strategic behavior should not be limited to OMalley and Chamot (1990)s taxonomy of observed heuristic and reported mental process or Oxford (1990)s inventory of self-reported frequencies of strategy use. Then, in 2005, Dà ¶rnyei pushed forward the solution to theorizing learning strategies and claimed self-regulation theory as a framework for SLA research about strategic behaviour during L2 learning. Self-regulation Strategies Dà ¶rnyei has created a model of motivational strategies based on the psycholinguistic concept of selfà ¢Ã¢â€š ¬Ã‚ regulation which is intended to reà ¢Ã¢â€š ¬Ã‚ theorize language learning strategies by examining strategic learning in the paradigm of selfà ¢Ã¢â€š ¬Ã‚ regulation (see Dà ¶rnyei, 2005; Tseng et al., 2006). This taxonomy of strategic learning is based in the framework of motivation control strategies (Dà ¶rnyei, 2001) and consists of five categories. Dà ¶rnyei (2006) notes that his system was based on Kuhls (1987) and Corno and Kanfers (1993) taxonomy of action control strategies. The categories are defined below: 1. Commitment control strategies Commitment control strategies examine the students ability to set and reach goals in their learning. It helps to preserve or increase the learnersoriginal goal commitment. For example, students may keep in mind favourable expectations or positive incentives and rewards, or students may focus on what would happen if the original intention failed. 2. Metacognitive control strategies Metacognitive control strategies involve the monitoring and controlling of concentration, and the curtailing of any unnecessary procrastination e.g. identifying recurring distractions and developing defensive routines, and focusing on the first steps to take when getting down to an activity. 3. Satiation control strategies Satiation control refers to students capacity to control boredom and dissatisfaction in a learning task, and the ability to cope with these negative feelings (Dornyei, 2005). For example, students may add a twist to the task or using ones fantasy to liven up the task. These strategies can help to eliminate boredom and add extra attraction or interest to the task. 4. Emotion control strategies Emotional control strategies examine how learners cope with emotionally charged feeling such as stress, depression and disappointment that may hinder their language development. For example, students may use self-encouragement or using relaxation and meditation techniques. 5. Environment control strategies Environmental control strategies refer to how a student controls their learning environment in order to facilitate study. Learners with good environmental control are more aware of how their environment affects their learning and have strategies to curb these negative effects. For example, students may try to eliminate distractions or asking friends to help. Such activities will help in eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal. CHAPTER FOUR PERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Persian Language Experience is part of the Second Language Teaching and Learning module. The aim of this language experience is not primarily for future use but to exemplify, and make more real, some of the issues connected with the language teaching and learning with which the modules deal. The instructor gives the reasons for choosing this language as follows: It is unlikely that any of the module students has learned it before. It is an Indo-Europeaen language, and so its grammatical categories, and some of its vocabulary, will be relatively familiar to students. The course runs eight weeks, covering the first six lessons of the textbook. The students will learn in romanised transcription not the Arabic script version as the purpose is to learn a limited amount of conversational Persian (Farsi), with associated grammar and vocabulary. There will be a review session at the end of each two-lesson section. (See Appendix 1 for more details) The class consists of about 30 students from various nationalities, mixed with females and males, aged approximately from 20 to 25, and all the lessons are taught in English. The instructor is the native speaker of the target language. I am a complete beginner-level learner as I have no previous knowledge in Persian language or culture. Though, I still show a great interest in learning a new language. I see this as a challenging task, and I am highly motivated by the thought of using the language as a mean of exploring Persian culture and people. Persian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that learning a second language is considered as a challenging task which requires time and effort. As I am highly motivated to use the language not just only for the purpose of the module, I developed my own goal to learn the language as much as I could within the time limit. In order to achieve the goal, keeping my learning on track is very important and the following strategies are how I regulate my Persian language learning in accordance to self-regulation theory: Commitment control strategies During the first two weeks, I was very interested to learn the language when the instructor began to introduce the lesson with an easy to remember greeting phrase. I became more motivated to learn Persian when the instructor presented about the tourist places and the culture. Hence, I made up my mind that I have to take this as an opportunity to learn the language as much as I could in order to travel to the area in the future. With this in my mind, I committed myself to buying a Persian textbook, so I would have to fully utilise the book and study thoroughly throughout the course. Metacognitive control strategies After the result of the first quiz, I became aware that maintaining my motivation through culture exploration was insufficient, and I needed to review more grammar and vocabularies periodically. In other words, I needed to structure my Persian learning by setting frequent goals. To illustrate clearly, I set mini-goals for myself to complete one or two exercises in the textbook per day. I also had a specific goal for each week that I must finish studying one chapter in the textbook before every Monday class. In the case that there were other deadlines from other courses and I could not finish one chapter by weekend, I told myself to devote a Sunday evening to complete the chapter. These mini goals provided me an opportunity to reflect and monitor my own progress each week and helped providing the motivation to focus on my tasks. Satiation control strategies During the course, I was always looking for a new inspiration or a new motivation in learning the language. I enhanced my interest by searching about tourist places or Persian culture online. I also recorded my own voice to overcome boredom while learning new vocabularies or practicing pronunciation. Emotion control strategies It was obvious that I experienced negative feelings such as anxiety, frustration, and discouragement after the result of the quiz. I avoided interacting with the instructor in the following lesson. However, I understood that I could not keep avoiding the interactions, and it would be better if I had prepared for the lesson ahead. I tried to get rid of negative feelings and cheered myself up by reminding myself about the real aim of the course, which is to point out some issues in the teaching and learning of a second language, and that the quiz mark was simply a way to reflect on my L2 learning progress. Environment control strategies As the Persian lesson runs only one hour per week, learning in class would be insufficient to achieve my personnal goal. to complete the book. Therefore, I tried to have extra lessons and/or sought out additional sources of input and interactions. I look for a good environment that have easy access to time and place to avoid procrastination such as the internet; I practice Persian pronunciation through YouTube videos and study more about Persian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my daily progress in order to incorporate received feedback on the prospective assignment, it helped me to monitor my progress and observe my strategies whether the way I self-regulate has been improving my learning or not. In terms of commitment control strategies, I had a high amount of motivation in the beginning that I wanted to learn as much as I could. I had a very high expectation of myself and even bought the textbook in hope to study further the requirement. Although, this might not be strong enough to keep myself commit to my goal, in fact it kept me engaged in the tasks for a short period. Part of this failure was due to the fact that I did not have a definite schedule of my Persian learning and that I was distracted by other subjects. Another part might due to high intrinsic motivation, I was too ambitious to learn and did not examine my ability thoroughly. However, even though my motivation was dropped after the quiz, when I later set up the mini goals for each week, my process of learn became more structure and sustain my motivation throughout the week. In other words, these strategies help me minimizing procrastination or distraction and maximizing concentration and keeping goals in focus. This can be said that metacognitive control strategies are essential to develop a learner autonomy. As Wenden (2001: 62) demonstrates that a recognition of the function of metacognitive knowledge in the self-regulation of learning should contribute to a clearer understanding of learner autonomy, especially how it can be developed and enhanced. Wendens findings on the role of metacognitive knowledge in self-regulatory process also corroborate Chamot and OMalleys (1994: 382) observation that explicit metacognitive knowledge about task characteristics and appropriate strategies for task solution is a major determiner of language learning effectiveness . In addition to my satiation control strategies, the way that I always look for inspiration from different sources for my own learning can keep my learning on process. In my opinion, this strategy should be a way to increase my motivation when I feel procrastinated or bored. However, I found myself spending too much time browsing on the internet about Persian culture and had less time to review the task. I should be careful that it would not take up too much time of my daily Persian learning otherwise it would not be effective. So, it seems that this strategy might not be helpful to me sometimes because I can use it as an excuse to procrastinate. My emotion control strategies, particularly to my positive self-talk is also mentioned in a study by Bown (2009) that this technique helped learners maintain perspective on their language learning. It alleviated feelings of frustration or anxiety. Bown divided that learners used self-talk for two primary purposes: (a) to remind themselves of their own motivation for learning the language and (b) to encourage themselves when they felt that they were not making enough progress. The use of this self-talk also served to help learners keep their expectations of themselves realistic, as informed by their beliefs about language learning. Learners would tell themselves that mistakes are part of learning or that it takes longer to learn Russian than other languages they may have studied previously (Bown, 2009). Though it is true that the use of this strategy became effective when I had a low quiz mark, in my case it must be combined with other strategies (such as metacognitive control strateg ies) at the same time in order to completely encouraging myself. I must have a definite plan (the mini goals) to support my positive self-talk. For my environment control strategies, Wolters (1998), citing research from Corno (1989, 1993), Corno and Kanfer (1993), and Kuhl (1984, 1992), pinpoints a self-regulation technique I employed: (1) environmental control, for example a student who decides to go to a quiet place conducive to studying (225). In my opinion, the way that I always try to turn my surrounding environment into a learning environment for me makes me sometimes enjoy learning by myself rather than studying in the classroom. It helps me complete the mini goal I set for myself in each day. In addition, this can be supported by the study from Bown (2009). The findings suggested that effective self-regulation depended on the learners sense of themselves as agents in the learning process. Learners who recognized their role as authors of their own learning transformed the learning environment to meet their individual needs (Bown, 2009). CHAPTER FIVE CONCLUSION AND DISCUSSION It is believed that motivation is essential in learning a second language as it can be a driven force for the learners to start their second language acquistion and it can be a force that sustain the learning throughout the acquisition. However, motivation, according to Dornyei and Ushioda (2011), is a dynamic and complicate factor which concerns about the choice, persistence, and effort of the learners in regulating thier own motivation. From this, motivation can be seen as a factor that correlate to the learner behaviour which can contribute to the learner autonomy. There are many theories which were developed to examine about motivation in relation to L2 learner behaviour and strategy use. Self-determination theory (SDT) is one of the theories that has a broad framework for the study of human motivation and personality. It is concerned mainly with intrinsic motivation and the way to which the individual is self-motivated and self-determined.Language Learning Strategies (LLS) is another approach which examines the strategies that the good language learner employ. The L2 Motivational Self System is another recent approach in relation to L2 motivation and the self framework. It concerns three self dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the degree to which individuals are active participants in their own learning. It is a more dynamic concept than learning strategy, highlighting the learners own strategic efforts to manage their own achievement through specific beliefs and processes (Dà ¶rnyei, 2005). In the context in this essay, it is found that motivation became a critical factors on how the learner will choose the strategies to regulate his/herself and keep the learning process going in order to achieve goal of learning a second language. In other words, it can be argued that self-regulation of L2 learning is multidimensional, including cognitive, metacognitive, motivational, and behavioral processes that learners can apply to enhance achievement. The deliberative, adaptive process of self-regulation enables learners to handle tasks effectively and prepares them to take responsibility for their learning (Wenden, 2001). In chapter 4, based on the Self-regulation theory, my Persian Learning Experience has been evaluated in relation to motivation. According to the four self-regulation strategies I employed, it is found that I depend much or less on motivation to regulate or control the four strategies. For instance, motivation became a crucial factor on how I use the metacognitive control strategies to change the way I learn the language. While motivation has been rarely concerned on how I chose the place to study as in the environment control strategies. Nevertheless, I could not agree more that both motivation and the four self-regulation strategies are the two essential factors that cannot be overlooked in learner autonomy and the development in the process to enhance individual learning in order to achieve the goal. Though the aim of the Persian Language Learning class was merely to experience the issues that can be raised in L2 learning and teaching, the fact that the class is conducted only one hour per week might not be enough to motivate some learners to engage during the lesson. In order to have a more effective class, the instructor could raise an awareness of using self-regulation strategies which I believe will be fruitful for the students themselves to have an opportunity to monitor their learning progress and develop their learning autonomy in L2 learning. As Hurd (2008) emphasises, awareness-raising of self-regulation in L2 learning is equally if not more important in independent learning setting (e.g. online environments and distance learning), where students lack the kind of social-affective support provided by regular interactions with other learners and the teacher, and typically may be engaging in language learning on top of full-time study and personal commitments.

Breaking Metaphoric Shackles in Toni Morrisons Beloved :: Toni Morrison Beloved Essays

Breaking Metaphoric Shackles in Beloved      Ã‚  Ã‚   In Toni Morrison's novels, she uses her main characters to represent herself as an African American artist, and her stories as African American art, and Beloved is no exception. She does this through her underlying symbolic references to the destructiveness of slavery and the connections between the characters themselves. Syntax is also what makes this novel work, using both the powers and limits of language to represent her African American culture with simple words and name choices.    One of her main characters, Baby Suggs, uses her English with some abandon, but only after getting her message across, however simple it may seem. She might choose simplicity over complexity in speech, but her words carry the needed intensity to express herself in the little time she has left on earth (Dahill-Baue, 472-73). Baby Suggs represents the authentic black woman, having been freed from slavery by her son, Halle. "Suspended between the nastiness of life and the meanness of the dead, she couldn't get interested in leaving life or living it" (Morrison, 3).    Slavery has limited Baby Suggs' self-conception by shattering her family and denying her the opportunity to be who she wants to be, which is a good wife and mother. She is seen as wise and spiritual, even in her last days. "You lucky. You got three left. Three pulling at your skirts and just one raising hell from the other side" (Morrison, 5). What makes her so authentic is her ability to have such control over language, dismissing the "binding shackles of social codes" (Dahill-Baue, 473).    Baby Suggs is not the only main character to hint that slavery it/was an experience that could never be known exactly for what it truly was. Morrison, through all of her characters, remains willing to risk losing her main characters to a past that can be neither seen nor controlled. She uses Sethe to symbolize the border between slavery and freedom, and unexpectedly does not allow Sethe to grow in the novel and escape that painful border (Parrish, 84). Through fragmented rememories, we see that Sethe was frequently treated as an animal in her period as a slave. She once walked in on Schoolteacher giving his pupils a lesson on her "animal characteristics.

Economics & study Essay

Economics is the study of how individuals use scarce resources to satisfy their needs (Lee, et al). There are a number of concepts that are associated in learning economics. These include limited resources, opportunity cost and trade-offs among many other factors of consideration. To understand and be able to make wise decisions in the purchasing of any good and service, one should better understand these concepts of economics. They are also imperative in the production of goods and services which is the primary aim of studying economics (Salaman, 1). Money and time are resources that are finite (Lee, et al). They are therefore called limited resources. A scarce resource is a resource that has a high demand and therefore proper decision making is needed to ensure that they are used optimally. Economics involves the distribution of resources so that they can satisfy individual needs. Money is scarce because it is limited in supply and therefore it should be used wisely to satisfy human needs (Lee, et al). For instance, if an individual has $ 500 in the pocket, he will choose to pay for his rent rather than buying beer for himself. Time on the other hand is an economic resource and one needs to decide well on what to do at a certain time and what to do at other times. In our daily lives, we often make decisions that impact the purchase of goods and services. These decisions depend on what our needs are and what are the resources that are at our proposal. Making decisions in economics is a very vital stage when it comes to purchasing of goods and services (Salaman, 1). An individual should make a decision that he or she will not regret when the scarce economic resource runs out. To make a good decision, one should really understand some concepts in economics like the price theory. Price theory makes one understand the prices of commodities that are in the market. When one understands the price theory, he or she can make the correct decision on what to buy at what price without incurring many losses. Opportunity cost results after careful decision making (Lee, et al). It is the cost which is equivalent to the value of the best alternative that an individual sacrifices in doing something else. By making a choice in whatever an individual does in life, he or she must incur opportunity cost. It can either be a marginal benefit or a marginal cost. For instance, an individual may have choices of either joining a masters program or getting employed in a company paying him $ 100,000. If the person decides to go for the masters program, his opportunity cost will be $ 100,000. Marginal benefit is defined as the benefit that is got by adding one extra unit in the level of activity (Lee, et al). Marginal cost on the other hand is the extra cost incurred by adding an extra unit in the level of activity. Generally, since all consumers are assumed to be rational, they tend to minimize marginal costs and maximize marginal benefits. The difference between the two gives the net benefit. Trade-offs on the other hand is closely related to opportunity cost although it reallocates the amount of time or money to be spent (Cage). This implies that there is that money that is set aside for spending on maybe house expenses. By buying less of what is not necessarily important and buying more of what is necessary, one shall have incurred a trade-off. It involves reallocation of money or time from what had been planned on (Cage). In conclusion, the study of economics helps individuals to determine on the type of choices they are to make in their daily lives. Deciding on what good or service to purchase may call for one to understand the concepts of opportunist cost, trade-offs and most importantly, have the knowledge of the scarce resources that are available to him or her. Works Cited: Cage, Michael. The differentiation trade-off and marketing to values. 2010. Web July 14, 2010 from http://www. entrepreneurslife. com/thoughts/entry/the-differentiation-trade-off-and- marketing-to-values/ Lee, Kylen, et al. The scope and methods of economics. September 17 2006. Web: July 14, 2010 from http://www. econguru. com/introduction_to_economics/scope-method. html Salaman, Graeme. Decision making for business: A reader. London: SAGE Publication Ltd, 2002.

Free Essays on Fall Of Ancient Egypt

Next came the Persian conquest. Cyrus the Great of Persia marked out Egypt as part of the world he planned to master; but he died before accomplishing that portion of his designs. His son Cambyses advanced against Egypt just as the aged Aahmes died, and the Persians thus encountered a new and untried sovereign, who made little resistance against them. The story of Persia's dominion over Egypt has been already told. It is true that Cambyses and his successors took the title of Pharaoh and that the Egyptian priesthood included them among the dynasties of Egyptian sovereigns. But the Persians held the rank of Pharaoh only as one among their many honors; they dwelt in their own country and ruled Egypt by governors as a conquered country. The long line of independent monarchs who had held the throne of ancient Egypt as their chief glory and their seat of empire vanished with Aahmes. Alexander, the famous Grecian conqueror, won Egypt when he defeated Persia. Indeed, the Egyptians hailed him as a deliverer. He worshipped their gods, accepted the title of "Pharaoh" with solemn respect, and caused Egypt to profit greatly by his favor. He founded the celebrated city of Alexandria at the western mouth of the Nile, naming the city after himself and planning to have it supersede Tyre as the commercial metropolis of all the eastern world. In the division of Alexander's empire among his generals, which followed after his death, Egypt fell to Ptolemy, the son of Lagos. His family, the Ptolemies, ruled Egypt as independent monarchs for nearly three centuries, making of it a sort of Greek-Egyptian kingdom. Its fortunes fluctuated, without marked extremes, in the constant struggle for power which occupied the various Greek kings whom Alexander had thus left in control of all the East. This era of the Ptolemies is to be reckoned on the whole as one of the more fortunate periods of Egyptian life. At no time was the Nile valley actually invaded, ... Free Essays on Fall Of Ancient Egypt Free Essays on Fall Of Ancient Egypt Next came the Persian conquest. Cyrus the Great of Persia marked out Egypt as part of the world he planned to master; but he died before accomplishing that portion of his designs. His son Cambyses advanced against Egypt just as the aged Aahmes died, and the Persians thus encountered a new and untried sovereign, who made little resistance against them. The story of Persia's dominion over Egypt has been already told. It is true that Cambyses and his successors took the title of Pharaoh and that the Egyptian priesthood included them among the dynasties of Egyptian sovereigns. But the Persians held the rank of Pharaoh only as one among their many honors; they dwelt in their own country and ruled Egypt by governors as a conquered country. The long line of independent monarchs who had held the throne of ancient Egypt as their chief glory and their seat of empire vanished with Aahmes. Alexander, the famous Grecian conqueror, won Egypt when he defeated Persia. Indeed, the Egyptians hailed him as a deliverer. He worshipped their gods, accepted the title of "Pharaoh" with solemn respect, and caused Egypt to profit greatly by his favor. He founded the celebrated city of Alexandria at the western mouth of the Nile, naming the city after himself and planning to have it supersede Tyre as the commercial metropolis of all the eastern world. In the division of Alexander's empire among his generals, which followed after his death, Egypt fell to Ptolemy, the son of Lagos. His family, the Ptolemies, ruled Egypt as independent monarchs for nearly three centuries, making of it a sort of Greek-Egyptian kingdom. Its fortunes fluctuated, without marked extremes, in the constant struggle for power which occupied the various Greek kings whom Alexander had thus left in control of all the East. This era of the Ptolemies is to be reckoned on the whole as one of the more fortunate periods of Egyptian life. At no time was the Nile valley actually invaded, ...

How to Speak Like a Italian Like

How to Speak Like a Italian Like If you want to learn Italian, forget your native tongue. If you want to speak Italian like a native, then spend some time in Italy speaking only Italian. If you want to read Italian, then pick up an Italian newspaper and peruse whatever section interests you. The point is, if you want to achieve competency in Italian, you must think like an Italian- and that means getting rid of the helpers that are real hindrances and standing on your own two (linguistic) feet. Bilingual Dictionaries Are a Crutch Speaking English to your friends is a waste of time if your goal is to speak Italian. Making grammatical comparisons between English and Italian are worthless. It sounds counterintuitive, but in the end, each language has rules and forms that are unique and sometimes illogical. And translating back and forth in your head before speaking or reading is the ultimate fools errand that will never lead to real-time speaking competence. Interact With Native Speakers So many people approach language as a science and get completely tongue-tied- witness the e-mail questions this SiteGuide receives daily about obscure Italian grammatical points and textbook recommendations. Learners obsess over minutiae, as if Italian could be dissected, instead of speaking Italian and interacting with native speakers. Imitate them. Mimic them. Ape them. Copy them. Let go of your ego and make believe youre an actor trying to sound Italian. But please- no books with something else to memorize. That turns off students immediately and is not effective in the least. Ignore English Grammar If there’s one bit of advice I can offer to anyone studying Italian, regardless of your level: Stop thinking in English! Ignore English grammar- you’re wasting a lot of mental energy trying to translate literally and construct sentences according to English syntax. In a letter to the editor in The New York Times Magazine, Lance Strate, an associate professor of Communication and Media Studies at Fordham University in The Bronx reinforces this point: ...it does not follow that all languages are equal, and therefore interchangeable. If this were true, the translation would be a relatively simple and straightforward affair, and learning another language would involve nothing more than learning to substitute one code for another, much like using Roman numerals. The truth is that different languages differ in highly significant ways, in grammar as well as vocabulary, which is why each language represents a unique way of codifying, expressing, and understanding the world. We do not become fluent in a new language until we stop translating and simply start thinking in the new language, because each language represents a distinctive medium of thought. Let Go of Your Fear of Making Mistakes Your goal should be to communicate, not sound as if you have a Ph.D. in Italian grammar (you’ll never do it, anyway, since there are only a small number of native Italians who are that well-versed in the intricacies of their own language. But certainly, most of them can communicate their every emotion, fear, want, and need.). Your biggest mistake, and what will hold you back, is using English as a crutch and being afraid of opening your mouth wide and singing that lovely language called la bella lingua. At the risk of sounding discouraging, a lot of language learners just don’t get it, and never will. It’s similar to taking dance lessons. You can put cut-out feet on the floor with numbers on them and take lessons from an expert, but if you don’t have rhythm, and you don’t have that swing, you’re always and forever going to look like a klutz on the dance floor, no matter how many lessons you take and how much you practice. So what do you do if you’re not a good dancer and weren’t born with natural rhythm? Scripted Responses Learning scripted responses in foreign languages is unproductive. Every textbook for beginners devotes many pages to dialogue that’s stilted and simply doesn’t occur in real life. So why teach it?! If you ask a person on the street Dov’e’ il museo? and he doesn’t respond according to the script you memorized, then what? You’re stuck, because there is an infinite number of potential responses, and none of us has enough time on the face of this earth to memorize them. And that person on the street is going to keep on walking because he’s headed to a great pizzeria. Learning scripted responses in foreign languages encourages a false sense of confidence. It doesnt translate into real-time speaking competence nor will you understand the musicality of the language. It’s like looking at a musical score and expecting to be a master violinist just because youve memorized the notes. Instead, you have to play it, and play it again and again. Likewise with the Italian language. Play with it! Practice! Listen to native Italian speakers and mimic them. Laugh at yourself trying to pronounce gli correctly. Italian, more so than many languages, is musical, and if you remember that analogy it will come easier. There is no secret, no Rosetta Stone, no silver bullet when it comes to learning a language. You have to listen and repeat ad nauseum. You will make a quantum leap in learning Italian when you abandon your native tongue and disengage from the grammar that you implicitly learned when you were a child.