How to Start Paying Students for Good Grades Effectively

Step by step instructions to Start Paying Students for Good Grades Effectively SAT/ACT Prep Online Guides and Tips Paying understudies for passing marks is a dubious practice, and many would contend that it degrades the learning experience (quip planned). Nonetheless, it creates the impression that occasionally money related motivators can be a positive inspiration for battling understudies on the off chance that they are applied shrewdly. I'll experience some logical discoveries onthe achievement of motivating force programs in schools and afterward give you thoughts for how you can mindfully actualize a prize arrangement for your understudy. Money Incentives for Students: Who Pays? Guardians or Schools? A few schools have tried different things with installment programs (as I’ll talk about in the following couple of areas), and the outcomes from these investigations can helpparents choose if and how to utilize financial motivators for good grades.Since it is far-fetched that your secondary school is or will be a piece of these kinds of studies, in the last segment of this article I will examine how guardians can actualize installment frameworks to remunerate understudies for passing marks. Little motivating forces are likely inside the range of most guardians. Fun ease encounters can likewise be fill in for money!In considering the victories and disappointments of test school-based installment plans, we can cause surmisings about how guardians to can effectively utilize financial awards to assist understudies with showing signs of improvement grades. The investigations I depict in the following segment will provideinformation that can be applied to the more explicit conditions encompassing you and your family. What Do Studies Say About Paying Studentsfor Good Grades? There have been a couple of studies throughout the years that have tried different things with paying understudies for joining in and doing admirably in school. At Chelsea High School in Chelsea, MA, understudies were given $25 on the off chance that they had an ideal attendancerecord during a school term. This investigation ran from 2004-2008 yet didn't appear to yield any enhancements in scholarly execution or participation at the school. Schools have additionally explored different avenues regarding giving understudies prizes for participation. In Georgia, at Stone Creek Elementary School, understudies were given motivating forces for participation including computer game consoles, frozen yogurt, and different prizes. The pace of understudies missing at least 15 days of school during the year dropped by 10 percent. This investigation may have had more accomplishment than the one in Chelsea in light of the fact that the encapsulation of impetuses through something like a Xbox is more energizing to kids than the possibility of procuring $25 toward the finish of a semester. Appears sort of a counterproductive prize, however whatever. The most wide-extending studyon financial motivating forces for passing marks was composed by Harvard market analyst and organizer of Harvard’s Education Innovation Laboratory, Roland Fryer, in the urban communities of Dallas, New York City, Chicago, and Washington, D.C. More than 38,000 understudies were given checks for performing great in school. Every city had an alternate motivator framework to test the benefits of different strategies for paying understudies for passing marks. The exploratory gathering in Dallas was included 3,718 second-grade understudies at21 distinctive government funded schools in the Dallas Independent School District. These understudies were paid $2 each time they read a book, with a restriction of 20 books for every semester. To procure the prize, understudies needed to take an AR (Accelerated Reader) test on the book and score at any rate a 80 percent. The normal understudy got $13.81 in motivating force installments, with an aggregate of $42,800 appropriated. In New York City, 63 schools were remembered for the test bunch with an aggregate of 15,883 fourth and seventh-grade understudies. Impetuses were given out dependent on understudies' exhibition on six electronic tests (three in perusing and three in math) and four pencil and paper prescient appraisals. Fourth graders earned $5 for finishing a test and $25 for an ideal score. Impetuses for seventh graders were set at twofold this sum, so they earned $10 for finishing a test and $50 for an ideal score. For this situation, the normal fourth-grader earned $139.43, and the normal seventh-grader earned $231.55. The part of the examination in Chicago was led in 20 low-performing state funded schools with 7,655 ninth-graders. For this situation, understudies were basically given motivators for their evaluations in five center courses: English, math, science, sociology, and rec center. Understudies would gain $50 for each A, $35 for every B, $20 for every C, and no cash for lower grades. The normal understudy earned $695.61. In Washington, D.C., 17 schools were remembered for the exploratory gathering. 6th, seventh, and eighth-grade understudies were given motivating forces dependent on participation, conduct, and three different information sources picked by each school separately. These for the most part included things like wearing a school uniform and finishing schoolwork and classwork. Understudies were given one point for every one of the five measurements they fulfilled on a given school day. This implied understudies could acquire a limit of 50 focuses during every fourteen day payroll interval. Each point was compensated with a $2 money related motivating force. The normal understudy earned about $40 at regular intervals. Give kids the blessing that continues giving: real money. From the information gathered after these investigations, there is extremely restricted proof to propose that fiscal motivating forces improve understudy execution. In Chicago, GPA and credits earned on normal expanded by a modest quantity, yet there were no progressions in state administered test scores. In New York, no critical positive changes were noted as far as either test scores or GPA. The segment of the examination led in Dallas gave some potential. Perusing accomplishment expanded essentially on normalized English tests taken constantly graders after the examination. The center school understudies in Washington, D.C. schools additionally showed improvement in perusing and, less significantly, math scores. In the following area, I'll go over what these outcomes may mean with respect to the effectivenessof paying understudies for passing marks. What Can We Learn From This Information? The achievement of these approaches relied intensely upon how and for what reasonthe cash wasdistributed.Students were bound to improve on the off chance that they were given fiscal prizes for solid assignments like understanding books (Dallas) or finishing classwork (D.C.) as opposed to something more abstractlike procuring a certain grade.If understudies don’t have a comprehension of the devices and procedures they have to actualize so as to improve, they won’t have the option to change their evaluations or grades. Progressively explicit orders help kids who may have never figured out how to concentrate appropriately jump in good shape. Enhancements in evaluations and scores may come later therefore. When all is said in done, the investigations demonstrate that offering cash to understudies for passing marks possibly works on the off chance that you additionally give them the techniques they have to arrive and give motivations to littler achievements that are less intimidating.Inputs, instead of yields, ought to be compensated first. It's difficult to arrive at your goal on the off chance that you don't have headings. Additionally, whoever snapped this photo ought to presumably quit lying in streets for average refined photography. The Pros and Cons of Paying Kids for Good Grades In the event that you’re contemplating remunerating your youngster with money for passing marks, you should take the contentions for and against itinto account.Some would state that, regardless of whether a kid improves their evaluations because of a fiscal impetus, it’s sending an inappropriate message.When you set up cash as a spark, it might make an understudy lose any thankfulness for the characteristic estimation of learning.If their solitary inspiration is cash, they may lose enthusiasm for the genuine subjects and could endure later on when prizes are less forthcoming.This won't occur with each child, however it’s a hazard that goes with the job. Nonetheless, on the off chance that you have an understudy who’s exceptionally unmotivated and just feels like there’s no good reason for attempting in school, cash could be a decent motivator.Even for understudies who don’t plan on attending a university, it’s essential to get a secondary school degree.Paying understudies who plan on going to exchange schools or callings as opposed to a four-year school might be a profitable strategy.Students who feel like they’re â€Å"not cut out for school† may react well to solid impetuses for good scholarly execution. The privilegeof having the option to wear an ugly cap is just one of the numerous advantages of moving on from secondary school. What's the Most Effective Method ofPaying Your Child for Good Grades? On the off chance that you’re planning to see real improvement, you should provoke your youngster to meet explicit momentary objectives first. Abstain from saying something like â€Å"I’ll give you $100 on the off chance that you get An in this class.† If your kid isdoing ineffectively in a class, shemight not realize where to start as far as improving herperformance to an A level. Rather, you can have a go at something like â€Å"If you finish each issue set you’re doled out in Algebra 2/read all the parts you were alloted for English/deal with your history venture for three hours this week, I’ll give you $10.† These are solid objectives that any understudy can accomplish with some persistence.You can in any case plan on giving your youngster a reward if and when she arrives at a specific letter grade, however meanwhile, making child strides towards that grade with momentary objectives is significant. To make it somewhat more fun, you could set up a framework where, if a studentcompletes a specific number of little achievements, the person in question procures a money related reward.This may work if your kid is battling in more than one class and needs to do a lot of work in various territories to get up to speed. Another thought that could be stunningly better than a money reward is to remunerate your youngster with a great encounter for persevering investigation habits.This could be as basic as going out to a most loved café or taking a day trip. It all

A Complete Guide to 2019 Interview Questions

A Complete Guide to 2019 Interview Questions The hardest piece of getting ready for a meeting is the obscure factor. In spite of the fact that you can make presumptions about what you’ll be asked, you never know without a doubt until you’re there in a tight spot. Of course, you’ll be gotten some information about your employments, your abilities, and your experience-yet there are loads of various ways any given questioner can go. While it is difficult to foresee with 100% precision what may be tossed your direction, you can put forth a valiant effort to get ready for the various situations you may see on talk with day. The most asked talk with questionLet’s start with THE inquiry question. The alpha. In actuality, the mostâ askedâ interview question in presence is â€Å"Tell me about yourself.† It’s a simple ice-breaker, and it lets the questioner begin to get a feeling of what you’re like as a candidate.Here’s how you can answer it:Tell Me About YourselfYour Elevator Pi tchThis will undoubtedly be the principal question you’re asked in any prospective employee meeting, so it’s completely basic you have your reaction prepared to go.Interview questions estimating personalityUnlike the exemplary â€Å"Tell me about yourself,† questions estimating character are significantly progressively exceptional, unobtrusive, and complex. These are by and large inquiries the business has custom-made to quantify your character and howâ it would mean the obligations ofâ their open position.Here are some examples:Ethical Interview QuestionsBehavioral Interview QuestionsHypothetical Interview QuestionsBrainteaser Interview QuestionsSituational Interview QuestionsProblem Solving QuestionsThese questions can be precarious on the grounds that it’s not frequently away from sort of answer the business needs to hear. An individual employing somebody for a bookkeeping position may consider somebody with a thoughtful character a superior fit fo r the activity than somebody who parties it up each Saturday, and bad habit versa.Interview questions you’re not expectingIt’s more uncertain that you’ll be asked any of these meeting inquiries, however as you can never make certain of anything in the meeting game. It’s consistently a smart thought to prepare:Interview Questions You’re Not ExpectingRemember, these inquiries exist, which implies they were completely asked at some point. Don’t be the intervieweeâ that gets captured like a deer in headlights when confronted with aâ â€Å"gotcha† question.Here are some extra inquiries that you probably won't be expecting:â€Å"How would you fire someone?†Ã¢â‚¬Å"What’s your concept of the ideal day?â€Å"â€Å"You’re driving down a dull street, during a wild tempest. You drive past a bench†¦.â€Å"The â€Å"biggest challenge† talk with questionIf the questioner asks you an inquiry like, â€Å"Whatâ €™s the most troublesome piece of being a [current work title]?† or â€Å"What was the hardest piece of your last job?† here are ways you can outline your strugglesâ to make yourself look awesome:The Biggest Challenge Interview QuestionsQuestions identifying with salaryThe employment form process has various separate stages: applying, talking with, bid for employment, at that point pay arrangement and acknowledgment. Most businesses adhere to this, and let the cash talk hold up until things are further along. Be that as it may, on the off chance that they hop the weapon and approach you in advance for a) your present compensation or b) wanted pay, what do you do?Interview Questions Relating to SalaryInterview Questions About Your Current SalaryQuestions about pay are essential to remember. An ever increasing number of states are passing enactment about what potential bosses can and can’t get some information about your compensation history, so ensure you rec ognize what your state’s current approaches are, before you hand over that data to an interviewer.Illegal talk with questionsOut of numbness or shrewdness, a questioner may attempt to get data out of you that the organization isn't permitted to factor into their recruiting choices. Be that as it may, you’re not committed to answer them-and in certainty you shouldn’t. Your fight plan ought to be to make sense of why they’re asking (regardless of whether it has direct ramifications for the activity itself), and to choose whether you ought to answer.Illegal Interview Questions11 Unethical Interview Questions You Don’t Need to AnswerRed Flag QuestionsSome of the hardest inquiries you’ll experience may be illicit, so it’s essential to comprehend what the threat zone questions are, and why you don’t need to answer them. What's more, if there’s a too far out inquiry being posed, don’t alarm. Simply state you donâ€℠¢t feel good noting it, and deftly steer the subject to something different you’d like to share about yourself.The hardest sorts of questionsWhen you’re in a tough situation, all inquiries tossed your direction appear to be extreme. A few, however, are more diligently than others, similar to the ones beneath. Keep in mind: your questioner not just needs to get a decent feeling of what you will reply, yet additionally how you handle the weight. Remain cool and slowly inhale, in any event, when you’re battling to think of an answer. Study these inquiries and prep yourself for whatever may come your way.Tough Interview Questions That Are Very CommonThe Hardest Interview Questions of 2016The 10 Toughest Interview QuestionsHow to Answer the Toughest Interview Questions9 Super-Tricky Job Interview Questions and How to Answer ThemWild card questionsAnd at long last, here are some extra inquiries that didn't fall into a specific classification, yet are essential to prep are for:â€Å"Can I contact your current employer?â€Å"â€Å"Why have you had such a large number of jobs?â€Å"â€Å"Aren’t you overqualified for this position?â€Å"â€Å"Why Should I Hire You?â€Å"What you ought to ask themAnd exactly when you think you’re done preparing for each conceivable inquiry you can get in a meeting, there’s still more work to be done: you have to prepare the inquiries you’re going to pose as well. You ought to consistently, consistently have inquiries for your interviewer.4 Questions to Ask toward the End of an InterviewAsk These 10 Interview Questions to Impress Your Hiring ManagerThe Most Important Question You Need to Ask in an InterviewNow that you’re arranged for what you’ll need to state and ask on talk with day, don’t neglect to clean off your fortunate meeting outfit and review that non-verbal communication too. Good karma, and upbeat meeting!

ACT Reading Test Questions, Content, and Scores

ACT Reading Test Questions, Content, and Scores Preparing to ace the ACT test? For those of you secondary school understudies who have chosen to accept the ACT as your school confirmations test, and for those of you required to accept it as a secondary school leave test, youd better set yourself up for the ACT Reading bit of the test. The ACT Reading segment is one of five areas whereupon you will be during the ACT Test, and for some understudies, it is the most troublesome. Not exclusively will you need perusing techniques to ace it, you should rehearse, practice, practice! The other test areas are these: ACT EnglishACT MathematicsACT Science ReasoningThe Enhanced ACT Writing Test The ACT Reading Basics At the point when you flip open your testing booklet to the ACT Reading segment, you will confront the following:â 40 questions35 minutes4 perusing sections with 10 numerous decision addresses following each perusing passage.3 of the perusing entries contain one long entry. 1 of the perusing sections contains a couple of related passages.â Despite the fact that it appears as though it would be moderately simple to address forty inquiries shortly, this test is troublesome in light of the fact that you additionally should peruse the four going with entries or sets of sections notwithstanding responding to the inquiries. Alone, or two by two, the entries are approximately 80 - 90 lines in length.â ACT Reading Scores Much the same as the other ACT segments, the ACT Reading area can procure you somewhere in the range of 1 and 36 focuses. The normal ACT Reading score is around a 20, yet your individual test-takers are scoring higher than that to get into the great schools. This score is likewise joined with the Writing score and English score to give you an ELA normal score out of 36.â ACT Reading Skills The ACT Reading segment doesn't test your retention of jargon words in disconnection, realities outside of the content, or coherent abilities. Here are the aptitudes on which youll be tried, which depend on the revealing classifications presented in 2016: Key Ideas and Details: (roughly 22 - 24 inquiries) Finding the primary ideaSummarizing Making an inferenceUnderstanding succession of eventsUnderstanding circumstances and logical results relationshipsMaking examinations Art and Structure: (around 10 - 12 inquiries) Understandingâ authors tone Understanding authors purposeAnalyzing characters purposes of viewUnderstanding jargon words in contextAnalyzing content structure Reconciliation of Knowledge and Ideas: (around 5 - 7 inquiries) Examining and assessing creators claimsDifferentiating among certainty and opinionUsing proof to associate writings ACT Reading Test Content So what will you read about? Uplifting news! You won't need to decipher verse. All the content on the ACT Reading area is writing. Whew, isn't that so? Coincidentally, the data beneath is only for reference. Asâ stated previously, you won't be considered responsible for information outside of the content, so you dont need to look at books from the library about this stuff. Simply understand that you could be perusing sections around one of the accompanying subjects, so at any rate youll recognize what youre facing. Social Studies: human studies, archaic exploration, life story, business, financial aspects, instruction, topography, history, political theory, brain research, and sociology.Natural Sciences: life structures, stargazing, science, herbal science, science, biology, geography, medication, meteorology, microbiology, common history, physiology, material science, innovation, and zoology.Prose Fiction: short stories or portions from short stories or novels.Humanities: diaries and individual articles and in the substance territories of design, craftsmanship, move, morals, film, language, abstract analysis, music, reasoning, radio, TV, and theater. ACT Reading Strategies Its basic that you plan for ACT Reading strategiesâ for this test. Since youll need to respond to 40 inquiries in only 30 minutes and read the four sections (it is possible that one long entry or two shorter, related entries), you won't have sufficient opportunity to simply go at it like you as a rule would in class. You should utilize a few methodologies before plunging in, or, in all likelihood you may just get to a few of the entries! The connection will take you to five perusing systems that can help your score on the off chance that you use them.â That is pretty much all you have to think about the ACT Reading area. Take a stab at the accompanying perusing understanding worksheets to help set you up for what you have to know!

The Symbol of the Roman Body Politic - Literature Essay Samples

One dominant idea that is recurrent throughout Titus Andronicus  is the symbolism of the ‘body of Rome’, which acts as a metaphorical parallel to the events of the text. This motif follows the changing statuses of the characters and power structures within the play and emphasises the downfall of the Roman Empire. The play follows the leader of the Roman army, Titus Andronicus, and his struggle for power after corruption within the empire’s ruling force. Despite the text extrinsically focussing on Rome it also presents ideas about the English monarchy of the Elizabethan era. The incompletion of the body in the first act can be labelled as the defining factor in the events of the play and the cause of the eventual crumble of the empire, furthered by the continual severing of body parts and bloodshed. The body of Rome metaphor present in Titus Andronicus demonstrates the tearing apart of Rome’s body politic by power imbalances and civil unrest. The exposition of the play is paralleled by the motifs used in Titus Andronicus, which also explain the rise and downfall of the central characters and thus the Empire. The ‘body of Rome’, more importantly the head of this body symbol emphasises the gravity of the events that take place through its constantly changing depiction and link back to the motif. At the beginning of Shakespeare’s first revenge tragedy Titus is asked to undertake the position of Emperor of Rome and in a sense â€Å"help to set a head on headless Rome.† This pivotal point in the play demonstrates a promise of restoration of order and a prosperous future, however, this is quickly deteriorated by Titus’ refusal and handover of power to Saturninus, the previous emperor’s eldest son. As Titus was the people’s preferred leader the power he has vested in Saturninus is felt to be illegitimate and unlawful, rapidly proven by the unfolding events in the remainder of the t ext. The head is the most vital branch of the body motif, reiterated by the immediate demise of the rest of the body politic. The relation of a chief authority figure links back to the context of the time of publication and Queen Elizabeth’s monarchist rule over England. The importance of a ‘head’ on Rome, which is revealed as the empire continues to crumble as the plot progresses, reinforces the necessity of the power structures of the 16th century. The first act of the play sets the stage for the unfolding occurrences, made obvious to the audience through the use of the parallel body symbol. The power imbalance and beheading of Rome resulting from act one in the text continues to cause repercussions that are continually reflected in the body motif. The frequent dismembering of body parts is a figurative maintenance of the disintegration of the Roman body politic and promise of a fall from grace of a majority of the central characters. Titus Andronicus contains nearly eighty mentions of hands and frequent relations to the tongue, highlighting the importance of these body parts in relation to the body metaphor as a whole. After Titus first sees his daughter Lavinia after her rape and mutilation by the unlawful leaders of Rome, Chiron and Demetrius, sans a tongue and hands, he states that this is fortunate, as his hands’ service to Rome had revealed itself to be futile and fruitless: â€Å"Tis well, Lavinia, that thou hast no hands;/ For hands to do Rome service is but vain.† In this scene hands are used as a symbol of physical effort, which when given to the empire gives nothing in return. This break down of the body motif is sustained through the decapitation of two of Titus’ sons, an event which he is manipulated into believing to be preventable through the cutting off of his own hand. This again reflects the ineffectiveness of dedication to the state, and on a symbolic level the intertwined nature of the body politic. The numerous relations to body parts, largely hands, remind the audience of the crumbling state of the Roman Empire in Titus Andronicus. The resolution of Titus Andronicus happens amongst the aftermath of the climatic scene and gives the audience assurance of restoration of the former glory of the Roman Empire. Again, this information is presented through the use of the body motif, which, after falling apart through its figurative ‘murder’, is guaranteed to have the ability to be returned to its former power and strength. The climax of the text takes place as a banquet held by Titus for the emperor and empress of Rome. This scene sees Tamora, the empress who has exacted her revenge on Titus throughout the course of the play, unintentionally eat her own sons: â€Å"Why there they are, both bakà ¨d in this pie, / Whereof their mother daintily hath fed, / Eating the flesh that she herself hath bred.† After this final act of vengeance Titus kills his daughter Lavinia, who he sees as already dead after losing her chastity, tongue and hands, stabs Tamora, and then proceeds to be murdered by Saturninus, which is followed rapidly by this act being avenged by Titus’ only remaining son, Lucius. This slaughter results in a decrease in the number of remaining central characters, including the key holders of power, with the exception of Lucius, Aaron and Marcus, the latter of which promises to correct the actions of the former leaders that resulted in the demise of the empire, linking this to the body motif used frequently in the play: â€Å"O let me teach you how to knit again / This scattered corn into one mutual sheaf, / These broken limbs again into one body.† This speech ties together the repercussions of the conflicts in the play by suggesting that the broken-apart body politic can be reassembled into what it was before. The final scene of the play links the resolution to the body politic, implying that both this and on a literal level, the crumbled empire, can be returned to their former state. The use of a recurring motif in a text can further the audience’s comprehension of the gravity of key events in the relation to the plot as a whole. Titus Andronicus, amongst other symbols, uses the idea of the body politic to reinforce the consequences of character decisions, focussing on different features as the play goes on in order to demonstrate the disintegration of the body politic due to civil unrest. The head is used to represent the ruler of the Roman Empire and the pivotal nature of Titus’ rejection of the title. Following this occurrence the rest of the body follows in suit, slowly breaking down parallel to the dissolving state of the Roman Empire. With the resolution of the play comes a promise of a remedy for Rome and a re-joining of its symbolic body parts. These aspects combine together to form a single fluid comparison of the key events and provide a higher level of plot presentation to the audience, following it steadily from the exposition, focussing on the head of the body metaphor, through the central conflict using repetition of the hand motif and finally to the resolution which demonstrates assurance of complete resolve after the crumble of the Roman Empire and its corresponding body politic. â€Æ' Bibliography Wikipedia. (2012). Themes in Titus Andronicus. Retrieved April 5, 2014, from Wikipedia: http://en.wikipedia.org/wiki/Themes_in_Titus_Andronicus#Breakdown_of_political_order GradeSaver. (2013). Titus Andronicus Themes. Retrieved April 5, 2014, from GradeSaver: http://www.gradesaver.com/titus-andronicus/study-guide/major-themes/ Shmoop. (2013). Titus Andronicus Body Parts. Retrieved April 5, 2014, from Shmoop: http://www.shmoop.com/titus-andronicus-shakespeare/body-parts-symbol.html

An Introduction to Tree Identification

The Effects Of Video Games On Violent Behavior Among Young...

The Effects of Video games on Violent Behavior among Young Children Julian A. Jaggon University of Central Florida The Effect of Video games on Violent Behavior among Young Children Just how popular are videogames? In today’s society very popular, not only do our kids and teenagers play video games but even grown men and women play them as well. Video games are now more popular than watching television or going to the movies. According to Center for Disease Control, approximately 97% of American youth ages 12-17 play video games (CDC). In recent studies there have been quite a lot of debates concerning the behavioral affects of video games among youth ages 8 to 18. Videogames usage has become accepted globally among youths and adults, the entertainment industry as grown rapidly in past decades. Video games advertisements are plastered in the media, news, billboards, magazines, movies and eventually finding their way right in the hands of young children. It is still unclear of the perceptive regarding video games and the impacts they have on the actions of young children. The purpose of this study will be to examine the relationship between videogames and understanding its impact on violent behavior among young children. To what extent does violence in video games affect the aggressive behavioral pattern in young children? Video games Behavioral ImpactShow MoreRelatedVideo Games Do Not Cause Violent Behavior855 Words   |  4 PagesVideo games do not cause violent behavior The advancement of technology in the contemporary word has increased the use of video games by children, teenagers and young adults. The video games have existed for almost three decades and the controversy of their causing violent behavior spans the same period (Porter and Starcevic,422). The release of Death Race game in 1970s initiated a debate with organizations, governments officials and other institution taking sides in the argument of whether violentRead MoreHow Are Violent Video Games Affecting Young People? Essay911 Words   |  4 Pagesâ€Å"Head shot!† These are just a few examples of dialogue spoken by children while they are playing violent video games. These video games might seem like harmless fun, but what if the violence in these games is affecting the behavior of young players interacting with others? In a society driven by technology, video games are becoming more popular each and everyday. People of all ages enjoy video games in their free time; these games allow the player to become an athlete, a soldier, or a professionalRead More The Debate Over Video Game Violence Essay1734 Words   |  7 Pages Unsurprisingly, the effect of video games on the human brain has been a controversy since video games were first released decades ago. 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They feel that the violent behavior or any other negative consequence canRead MoreNegative Impact of Media Violence on Children1704 Words   |  7 PagesAlthough entertainment violence is not new it wasn’t until the twentieth century that heavy doses of violence were made available to vastly everyone. Over the past one hundred years, as mass media has become more prevalent, it has also become more violent. In the earlier part of the twentieth century media such as motion pictures and radio provided entertainment for those who could afford them. Although these commodities were present few people considered them necessary for living. With the introductionRead MoreVideo Games Violent Effect on Youth1186 Words   |  5 Pagesafter losing a games in call of duty, and you are wondering why he is acting like this. What you might not realize is that it could be the violent video game affecting his behavior. The effects of violent video games in youth have devastating effects on them. 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While video games are popular among people of all ages, adolescent children are usually the most involved. An article was developed by three members of the Psychopathology department at a university in the Netherlands. While addressing the use of video games the statement was made that â€Å"Today, in the United States, 91% of children between the ages of 2 and 17 play video games†(Granic, Lobel, Engels). ChildrenRead MoreVideo Game Violence Essay1280 Words   |  6 PagesVideo Game Violence Concerns about the effect of media violence on children extends back at least to the beginning of the mass media, with the issue raised with reference to films, radio, television, comic books, and so on. As technology brings new types of media to the fore, the issue shifts to depictions of violence in these new media. Both popular sources and scholarly address this issue, asking in effect how violent video games change children’s behavior and make them more violent, assumingRead MoreAdolescent Aggression Based on Violent Videogames1645 Words   |  7 PagesAggression Based on Violent Videogames Violent video games played by millions of people every day results in animated characters having hearts ripped out, heads decapitated, and blood squirting across the screen as their mutilated bodies are erased from the screen. Most players play these games to pass the time, increase hand eye coordination, and create harmless competitions amongst those playing. However, some who play these games are entranced by the violent aggressive behaviors demonstrated

Critical Period Hypothesis and Acquisition of Language - Samples

Question: Discuss about the Critical Period Hypothesis and Acquisition of Language. Answer: The process by which the humans acquire the ability to understand and form a sense of a coherent language structure is known as language acquisition, through this process the human beings create and use the wordsto make sentences to communicate with others.Language acquisition most commonly refers tothe acquisition of first language, which deals with the study of the infants and their acquisition of their respective native language. The acquisition of second language differs from the first language acquisition, it deals with the children or the adults learning other languages than native language. There are some theories about the acquisition and development of language in the humans one of which is the Critical Period Hypothesis theorized by Eric Lenneberg, the hypothesis states that there is a certain critical period in the development and acquisition of language in human beings and if that age is crossed then the individual faces certain problems in learning language. This essay w ill argue the importance of the critical age hypothesis in the development of language in humans. Genie started learning language when she was almost 14 years old, after she was discovered it was observed that she had almost no skill in language or proper communication skills. She did not have control over the organs of speech (Curtiss et al., 1974). After she was taught by the linguists and the psychologists her language acquisition showed that even after suffering from tragic isolation for a long period of time and absence of vocabulary or language, she started showing a bit of progress in phonology, she could pronounce several sound sequences while imitating them but she did not use spontaneous speech till five months into the research. She gained quite a bit of vocabulary as well but her grammar did not improve, she could combine two sentences for example cat hurt dog hurt as cat dog hurt but the there was no use of grammar. Her syntactic acquisition, was also much slower than any normal child (Curtiss et al., 1974). The language development of Genie was different from that of the normal children in several aspects. The phonological words were a lot different for Genie than the normal children, the early two syllable words that she spoke were not reduplicated which normal children did speak. She had no intonation and while the normal children learns nouns at first, Genie learned all the nouns pronouns and verbs but was not able to put it into coherent sentences. In the comprehension training she was unable to understand the word order and was also unable to understand passive sentences. She omitted the verbs, objects and subjects from the sentences. In case of negative sentences the words she was able to speak was the angry ones. She was able to say "stop it," "no more," "no," and her stock of negative words were very few (Curtiss et al., 1974). In case of interrogative sentences when she was asked a question she used to respond by repeating the last words of the sentence uttered by the speaker, also she was never able to use any interrogative questions. The study of ASL or American Sign Language is important to contribute to the study of Critical Period Hypothesis as the study of sign language with the deaf and dumb children more evidently proves that the ability of acquiring a language decreases with the increase in age of an individual (Newport, 1990). The three groups of participants in the Newport study were the Native, Early and Late Learners. Native learners who already had exposure to the ASL from their birth, they were raised by their deaf parents and had an idea about the language from a young age. The second were the Early learners who learned ASL after they were taught by their peers who were also deaf at the age of 4-6 (Newport, 1990). The third group comprised of Late learners the first time that they were exposed to ASL was with the help of their deaf peers, they were more than 12 years of age at the time they learned the language or during the period when the tests were conducted (Newport, 1990). The results of the first ASL study suggests that a wide range of studies shows that acquisition of language occurs successfully in the learners after they have overcome certain primary problems (Ron, 2015). The purpose of these experiments were to find out how the language acquisition was affected with the increase of age in the subjects and after the tests were complete it was found that the children who were taught the language at the age of 12 had a lot less improvement in the development of the language, while the children who had early exposure to ASL they showed far better response to the experiments. In case of syntactical and morphological competence an experiment was conducted on the subjects, they had to listen to a recording consisting 276 short and simple sentences and they were asked whether the sentences were correct or not (Newport, 1990). The test score showed that the children who had early exposure to the language were more able in determining which of the sentences were correct and which were wrong, thus proving that the effects of age of acquisition are effects of the maturational state of the learner (Granena, 2016). In the process of comparing both the case studies, the experiments conducted on Genie and the experiments conducted on the deaf children and ASL study proves that the claims made in the Critical Period Hypothesis are true (Mayberry Kluender, 2017). In case of Genie it was seen that although she made some progress in certain aspects of language acquisition yet she had various problems related to phonology, grammar acquisition and in forming interrogative sentence (Choubsaz Gheitury, 2017). Although she made progress the researchers were unable to comment on the extent of improvement of language acquisition process in the future. In the ASL experiments the results were almost similar, the children who had been exposed to the language in their early age they were able top the experiment results (Diaz, 2016). Both of the studies prove that to acquire a proper form of language the individuals are required to be exposed to their respective native languages from an early age (Strid, 2017) . To conclude, it can be said that the critical period hypothesis which says that from childhood throughout adolescence, this period of time is perfect and most suitable for the acquisition of first and even second language acquisition. The external and inter factors prevent the adults to acquire a new language at that age. Judging from both the experiments this statement can be said to be true that Critical Period Hypothesis holds paramount importance in the development of language in human beings. References Choubsaz, Y., Gheitury, A. (2017). Is semantics affected by missing a critical period? 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