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Nissan: Case Study Case Study

Theories and Techniques The Theory of Constraints The theory of constraints (TOC) is a framework utilized to detect the most debilitating factors in the supply and production chain, in order to apply a 5-step process to help eliminate or mitigate the constraint to the point when it is not considered a relevant issue. The five steps of the theory are as follows (Franzetti, 2016): Identify the constraint. In order to solve a problem, the company must first recognize that there is one. Exploit the constraint. Provide a series of makeshift solutions to make short-term improvements to the issues. Subordinate the constraint. Review all other processes to discover ways to support the constraint. Elevate the constraint. If all previous measures are ineffective, develop specific interventions to eliminate the constraint. Repeat. Utilize the framework for a different constraint. Nissan could apply this framework to resolve its supplier issue, as it presented itself to be a major factor even with the existent crisis measures present. By utilizing TOC, Nissan would be able to maintain stable production and supply the customers in all regions in the event of a catastrophic failure in any of their major production facilities. Total Quality Management Total Quality Management (TQM) is a framework of continuous quality improvement aimed at exceeding the expectations of the customers. Implemented by major giants of the automotive industries, such as Ford, General Motors, and Toyota, it seeks to severely reduce the potential for production errors and defects. In addition, TQM helps simplify and streamline the system, thus leading to saving money on expenditures, refunds, and reconstruction (Franzetti, 2016). The integration of TQM would be beneficial for the lines of products promoted in the company’s localized production facilities in Europe, Asia, and South America. It would allow implementing the same standards of production quality across the entirety of the supply network and speed up operations. If all suppliers were subjected to the same production standards, there would be no need for additional inspection of the materials and resources provided by them. Data Analysis Cause and Effect Fig. 1. Cause and Effect Diagram. Although Nissan did have emergency measures prepared for the event of a tsunami followed by a nuclear meltdown, these precautions did not spread on their suppliers (Schmidt
Table of Contents Introduction Locke’s Criticism Implications to the Knowledge of External World Reasons for Subjective Idealism Conclusion Works Cited Introduction George Berkeley, Bishop of Cloyne, was a profound philosopher of the early modern period, who criticized Locke’s ideas of perception and nature of substances. He is a follower of the idealist theory claiming that reality exists only in people’s minds by perception. Two of his works, Treatise Concerning the Principles of Human Knowledge (Principles) and Three Dialogues Between Hylas and Philonous (Dialogues) are examined in the present paper to describe Berkeley’s philosophy and his arguments against materialism. Locke’s Criticism Before starting the points on which Berkeley criticized Locke and other materialists, one should refer to Locke’s “copy theory.” According to this theory, knowledge is the perception of connection or repugnancy of humans’ ideas (Ferguson 117). In simpler words, Locke claims that a person cannot percept an object directly; however, he or she refers only to the ideas or the copies of the objects that are created in their minds. The concept presupposes that material matters exist and have primary and secondary qualities. The primary qualities, such as solidity, extension, mobility, and number form a simple idea inside minds, while secondary qualities, such as color, sound, and taste produce sensations. These concepts attracted much criticism from idealists, such as George Berkeley. Berkeley’s critique of Locke’s theory is explicitly depicted in the Dialogues where Philonous, an idealist, explains his concepts to Hylas with materialistic views. Berkeley insists that sensible qualities must be ideal rather than belonging to a substance, as claimed by Locke. The first argument supporting the statement is that some qualities as heat, for example, are similar to pleasure or pain (Berkeley, Dialogues 4). The second point mentioned by Philenous is the issue with relativity, as qualities may vary depending on the perceiver (Berkeley, Dialogues 6). For instance, if something is hot and bitter to one person, it may be cold and sweet to another. Furthermore, Berkeley gives an example of microscopes to undermine the “plausible thought that the true visual qualities of objects are revealed by close examination” (“George Berkeley” para. 34). In short, even though there are some flaws in Berkeley’s arguments, he effectively criticizes Locke’s theory on the ground of substance existence. Even though the arguments presented above may seem appropriate, they can be contested by the idea of primary and secondary qualities. It may be assumed that primary qualities cannot be misperceived, while people can interpret the secondary ones, as in the example with substances tasting different depending on the perceiver. However, Berkeley denies the ability to abstract the primary qualities from the secondary ones, as it is impossible to conceive a material body that is extended but not colored (“George Berkeley”). In brief, Locke’s concept fails to stand against the critique provided by Berkeley in the Dialogues. Implications to the Knowledge of External World Berkeley offers an innovative concept of a human’s ability to know and understand the outside world. Even though Berkeley does not directly deny the existence of objects, he considers the objects to be the collection of ideas (Berkeley, Principles 11). In simple words, an apple is a compilation of its color, taste, and shape and it cannot exist independent of a person conceiving it. This leads to an understanding that one cannot immediately get knowledge about an external object. Instead, a person can perceive ordinary objects only indirectly or mediately, while immediately perceiving only ideas. Therefore, it can be stated that Berkeley denies the existence of a material world, but creates another dualism of a physical world, or the world of ordinary objects, and the mind. Reasons for Subjective Idealism The primary reason for Berkeley not becoming a radical skeptic to materialists is the problem with the inability to wish things into or out of existence. Berkeley answers this question by introducing the greater mind, the mind of God that controls the universe all the ideas. As objects do not depend on people’s wishes, there must be a kind of existence outside of their minds. However, these ideas cannot be without a mind perceiving them; therefore, there must be a greater mind that is independent and greater than ordinary people possess. Get your 100% original paper on any topic done in as little as 3 hours Learn More Thus, the world of physical objects is the result of God perceiving them. Berkeley was a Bishop of Cloyne and manifested the goal of his Principles as “consideration of God and of our duty” (Berkeley, Principles 55). These factors contributed to him avoiding critical skepticism and leaning to subjective idealism. Conclusion Berkeley is one of the most remarkable philosophers, who greatly influenced the evolution of thought of the XVIII century. Even though his readers greeted him with incomprehension, his works are well written and filled with relative arguments that delight contemporary philosophers (“George Berkeley”). While not becoming a radical skeptic, Berkeley began to describe limitations to empiricism by stating that to be is to be perceived. Berkeley found evident flaws in Locke’s “copy theory” and shaped his views into a cohesive philosophy that could hardly be criticized by the thinkers of his time. Works Cited Berkeley, George. “The Principles of Human Knowledge.” EarlyModernTexts, 2017. Web. —. “Three Dialogues Between Hylas and Philonous in Opposition to Sceptics and Atheists.” EarlyModernTexts, 2017. Web. Ferguson, Henry H. “Locke’s Theory of Knowledge.” Australasian Journal of Psychology and Philosophy, vol. 12, no. 2, 1934, pp. 107-118. “George Berkeley.” Stanford Encyclopedia of Philosophy. 2011. Web.

Political Science homework help

Political Science homework help. Select one of the two questions from the discussion questions listed below. By Week 4, Day 3, respond to the selected discussion question and submit your response to this Discussion Area.Be sure to respond to the question using the lessons and vocabulary found in the reading. Justify your answers using examples and reasoning. Support your answers with examples and research and cite your research using APA format.Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates? posts. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion.Discussion Question 1SE is a twenty-two-year-old Caucasian woman who was diagnosed with asthma at age seven. According to her medical record, she has “mild persistent” asthma. Today, she reports that she has been using her albuterol metered-dose inhaler (MDI) approximately three to four days per week over the last two months. Over the past week, she admits to using albuterol once daily. She has been awakened by a cough three nights during the last month. She states she especially becomes short of breath when she exercises. However, she also admits that the shortness of breath is not always brought on by exercise. She also has a fluticasone MDI, which she uses “most days of the week.” She has been hospitalized twice in the last year for poorly controlled asthma and has been to the emergency department (ED) three times in the last six months for the same problem. Her lab work is all within normal limits, with the exception of a positive human chorionic gonadotropin (HCG). Answer the following questions:What information in the case study suggests that her asthma is not well controlled?What factors could possibly lead to this?How would you classify the symptoms based upon the National Institutes of Health (NIH) guidelines?With the recognition that she is pregnant, how would you alter her treatment for asthma?Support your responses with guidelines, including the NIH guidelines, for management of asthma during pregnancy. Use other peer-reviewed articles as needed to support specific aspects of your plan.Discussion Question 2TJ is a fifty-five-year-old police officer who presents to the clinic with complaints of epigastric pain for two weeks. He has been taking over-the-counter (OTC) Zantac without relief. He was diagnosed about a year ago with a bleeding ulcer, and he expresses concerns that the current symptoms remind him of that event. At that time, he was given “multiple prescriptions” for his stomach, but he did not complete the course of therapy because he began to feel better. He also has osteoarthritis in his wrists and hips, for which he takes OTC NSAIDs. He smokes one to two packs per week and drinks an average of one alcoholic beverage daily. His vital signs and blood work are all within normal limits. Answer the following questions:What additional testing would you suggest at this point?Describe any and all variables that could be contributing to his symptoms.What alterations would you suggest in his treatment? Be sure to consider additional diagnoses and whether prophylaxis would be appropriate for NSAID-induced ulcers.Support your responses with guidelines you locate in the literature and peer-reviewed articles as needed to support your ideas.Political Science homework help

Week 3 Course Project: Issue Review (Prostitution)

custom essay Week 3 Course Project: Issue Review (Prostitution). Paper details   This project is 4 parts, the 1st part was done last week. I will provide that to you in the attachments so you can do the next part. Required Resources Read/review the following resources for this activity: Textbook: Chapter 6, 7 Lesson Link (website): Conducting Research (Purdue OWL) (Links to an external site.) Link (website): How to Search the Library (Links to an external site.) Link (website): Library Workshop Archive (Links to an external site.) (various videos about research and APA format) Minimum of 6 scholarly sources Introduction This week you continue to work on your paper that addresses a current controversial issue. This paper is to be in the form of an argument. You have selected a topic and chosen issues related to that topic; this week, you will thoroughly research both sides of the issues you have chosen. Keep in mind that your paper must define the issue, present evidence on both sides of the issue, and then argue that one side is stronger and more persuasive than the other. Your paper must address at least three relevant aspects of the issue. More specific directions for each part of the paper will be found within the specific assignment in the weekly modules; the assignment this week is to research both the pro and con sides of the issues you have chosen to address. Instructions This week, you will conduct an issue review for your selected topic for your project. Present a brief report of your research on both sides of the issue. This should include the following: Citation of your sources Links to the sources where available Brief description of the content of each of the sources (50 to 80 words for each source) Your research review should address at least three (3) aspects of the issue that is the subject of your paper and must present at least one pro and one con article review on each aspect. Sources should be scholarly or of very high substantive quality. Click on the following link to view an example. The first aspect is written out completely, with APA citation and brief description of content. The next two aspects should be completely written out by you in your report, including correct APA citation and brief description of content. Link: Example Issue Review Because the topics vary widely, the nature of your research will also vary. If you are writing about gene therapy, for example, you will have to support your points with scholarly medical opinion. You may need to review researching techniques. Visit the research links provided in the Required Resources section in this activity for more information. Writing Requirements (APA format) Length: 1-2 pages (not including title page) 1-inch margins Double spaced 12-point Times New Roman font Title page References pageWeek 3 Course Project: Issue Review (Prostitution)

How Does Age Influence Linguistic Knowledge English Language Essay

From my experience in teaching English in a great number of mixed-age classes at Ho Chi Minh City University of Technology foreign language center, I have received completely contrasting feedback from my students at the end of every course. By applying the same teaching method when I work with both young learners and adult learners, I discover a big gap in the result of their learning. In the pronunciation section, younger learners acquire successfully and effectively while older learners seem to fail in learning English sounds. From what I observe, most of young learners in my classroom have native-like pronunciation. In contrast, the complexity of English phonological system leads to adult’s failure in getting phonology accuracy when they have to fight with many non-existent sounds in their mother tongue. Unlike pronunciation, the success in learning vocabulary and grammar is in a reverse order. Adults find it easy to understand and use almost complicated vocabulary as well as grammar structures whereas young learners often make mistakes when learning new words and doing grammar exercises. Indeed, older learners feel at ease with most English grammar points while younger learners claim that vocabulary and grammar are beyond their reach. These differences lead me to the wonder whether or not there is a correlation between age and second language acquisition (SLA). Hence, my paper examines the role of age in SLA in terms of the rate and success of learners’ linguistic knowledge. From the explanation of the effect of age, I suggest some implications to help not only young learners but also older learners to acquire their language knowledge perfectly. “SLA refers to the process of learning of individuals and groups who are learning a language subsequent to learning their first and that language” (Saville-troike, 2006, p. 3). In learning a second language, a number of variables influence students’ actual acquisition including age, personality, motivation, learning style, group dynamics, aptitude, attitude to the teacher and course materials and so on. Among them, age – the most frequently discussed factor – has been paid much attention by many linguists. Countless studies and researches have recently been conducted on this topic in order to know how age affects second language acquisition It is a common belief that children are more successful L2 learners than adults. Meanwhile, many linguistic researchers argue that the older are better. However, the belief about SLA in different ages is actually equivocal. Saville-Troike (2006) explained this controversy in his study. Some studies define success as initial rate of learning where older learners have an advantage while other studies define it as ultimate achievement where learners who are introduced to the L2 in childhood indeed do appear to have an edge. Also, some studies define success in terms of how close the learner’s pronunciation is to a native speaker’s where children are superior to adults, others in terms of how closely a learner approximates native grammaticality judgments where older learners are better than younger learners (p. 82) In terms of the effect of age on the rate of SLA, according to Ekstrand (1976), Snow and Hoefnagel-Höhle (1978) and Snow (1983), in naturalistic situations, “children normally have a slower rate of development in the target language and do not perform as well as older learners in the short term, but they quite often surpass older learners in the long run” (as cited in Miralpeix, 2007, p. 62). Undoubtedly, younger learners are better at SLA in the long run while older learners are better at learning languages in the short run. Concerning grammar and glossary, Krashen, Long and Scarcella’s research paper pointed out that “adults proceed through early stages of syntactic and morphological development faster than children” (p. 573). In comparison with younger learners, older learners have an initial advantage in the rate of SLA when they deal with a complicated system of syntax as well as morphology. Ellis (1985) supported advantages of older learners that when we take the rate into consideration, “older learners are better then younger learners as they can reach higher proficiency levels if learners at various ages are matched according to the amount of time they are supposed to the target language” (p. 105). However, other studies suggest that adults do not make progress as rapidly as children when acquiring pronunciation. According to Harmer (2007), “children who learn a new language early have a facility with pronunciation which is denied by older learners” (p. 81). Also, Cochrane (1980) gave a clear illustration to this belief. He investigated the ability of 54 Japanese children and 24 adults to discriminate /r/ and /l/. The average length of naturalistic exposure was calculated as 245 hours for the adults and 193 hours for the children (i.e. relatively little). The children outperformed the adults. (as cited in Ellis, 1994, p.486) In general, adults seem to be able to acquire grammar as well as lexis more quickly than children and vice versa in the field of pronunciation. Where success is concerned, it goes without saying that “the longer the exposure to the L2, the more native-like L2 proficiency becomes” (Ellis, 1985, p. 106). Actually, Ehrman and Oxford (1995) pointed out “younger learners are more likely to attain fluency and native-like pronunciation, while older learners have an advantage in understanding the grammatical system and in bringing greater ‘world knowledge’ to the language learning context” (p. 68). Hence, it is likely that younger learners will pronounce in a more natural way than older learners. Most young individuals who begin their studies of the L2 at the early age do achieve native-like fluency. The earlier they start the more professional at pronunciation they become. Supporters of this belief claim that children are able to learn second language pronunciation easily, automatically, effortlessly and gain an indistinguishable frequency level from that of native speakers. As Ellis (1994) indicated, “learners who start as children achieve more native-like accent than those who start as adolescents and adults” (p. 489). Oyama (1976) also supported the younger-is-better notion in her investigation of 60 male immigrants settling down in USA at various ages from 6 to 20. She found that the youngest arrivals performed in the same range as native-speakers control (as cited in Ellis, 1994, p. 489). Conversely, some adult learners may succeed in acquiring “native levels of grammatical accuracy in full linguistic competence” (Ellis, 1994, p. 492). When the success of second language lexical acquisition, “younger learners do not perform as well as older learners in the short term” (Muñoz, 2006, p. 90). Snow and Hoefnagel-Höhle (1978) conducted a research in the Netherlands with English learners of Dutch and then showed that “adolescent and adult learners’ results in the Peabody Picture Vocabulary Test were better than those of the younger learners.” (as cited in Muñoz, 2006, p. 90) We clearly see that there is a great difference in the rate and success of SLA between adult learners and young learners in the aforementioned empirical researches. Hence, the question “Why do the contrasting results exist?” is raised. When we know the causes we will know how to deal with the problems both younger and older learners encounter in SLA. A number of studies in the light of explaining the role of age in SLA point out that neurological, cognitive and affective factors account for this issue. Many longitudinal and cross-sectional researches assert that the ability to learn a foreign language is biologically linked to age. The biological factor is supported by the Critical Period Hypothesis which claims that “learners past the age of puberty are in all probability unable to achieve native-like pronunciation in any case” (Saville-Troike, 2006, p. 142). There is a time when language acquisition is easy and complete. However, beyond that time SLA is difficult and almost incomplete. If SLA takes place during that period, in all likelihood learners will achieve native-speaker ability. That is why Pujol (2008) divided the hypothesis into two versions. “The strong version is that language must be learned by puberty or it will be never learned from subsequent exposure; the weak version is that after puberty language learning will be more difficult and incomplete” (p. 13). Various studies about the critical period hypothesis suggest that younger learners are superior to older learners as they acquire a foreign language before the puberty. Penfield and Robert’s (1959) study explained why it is easier to learn the target language within the first ten years of life. During this period the brain retains plasticity, but with the onset of the puberty this plasticity begins to disappear. We suggested that this was the result of the lateralization of the language function in the left hemisphere of the brain. That is, the neurological capacity for understanding and producing language, which initially involves both hemispheres of the brain, is slowly concentrated in the left hemisphere for most people (as cited in Ellis, 1985, p. 107). With regard to pronunciation acquisition, Seliger (1978) indicated that there are many “critical periods for different aspects of language. The period during which a native accent is easily acquirable appears to end sooner than the period governing the acquisition of a native grammar” (as cited in Ellis, 1994, p. 492). Actually, learners who begin studying L2 as adults are unlikely to have native-speaker competence in pronunciation. Not only neurolinguistic studies but also affective researches have been carried out to explain that children are better than adults. As Brown (1980b) proposed, “SLA is related to stages of acculturation including initial excitement and euphoria, culture shock, culture stress and assimilation” (as cited in Ellis, 1985, p. 109). The ability of learner to relate and respond easily to the foreign language culture strongly determines the success of SLA. Schumann came to conclusion that “the learner will acquire the second language only to the degree that he acculturates” (n.d., p. 29). Valdes (1986) offered a more persuasive account of the notion “the younger, the better”. A young child, because he has not built up years and years of cultural-bound view and view of himself, has fewer perspective filter to readjust, and therefore moves through stages of acculturation more quickly, and of course acquires languages more quickly. (as cited in Tallapessy, n.d., p. 16) At the early age, young learners have socio-cultural resilience as they are much less culture-bound than older learners. Thanks to their strong resiliency, children can overcome stages of acculturation quickly and then acquire the target language rapidly. In addition, as Ellis concluded, “child learners are more strongly motivated to communicate with native speakers and to integrate culturally. Also, child learners are less conscious and therefore suffer less from anxiety about communicating in an L2” (1994, p. 494). They learn a foreign language because of the need to be accepted by the native community. That is why most of younger learners can successfully achieve native-like pronunciation as they are exposed to the first language environment. Besides the biological and emotional factors aforementioned, various cognitive abilities between younger learners and older learners lead to their differences in SLA. Leaver, Ehrman and Shekhtman (2005) defined cognition as “thinking. There are many processes involved in thinking, and all of them are considered part of cognition. Some examples are noticing, paying attention, making guesses and hypotheses, monitoring what you say, interpreting what you read or hear, and so on” (p. 38). Cognitive strategies enable the students’ thinking process to be unique. This uniqueness is called high level control i.e. consciousness. Ellis (1985) noted that “older learners can learn about the language by consciously studying linguistic rules and apply these rules when they use the language whereas younger children consider language as a tool for expressing meaning” (p. 108). According to Halliday (1973), “the young child responds not so much to what language is as to what it does” (as cited in Ellis, 1985, p. 108). Additionally, Rosansky (1975) believed that L2 development can take place in two different ways. “While the young child sees only similarities, lacks flexible thinking and is self-centered older learners are predisposed to recognize both common and different features about the language, to think flexibly and to become increasingly de-centered” (as cited in Ellis, 1985, p. 108). Understandably, most social attitudes towards the use of a certain language in younger learners have not been developed, Furthermore, at the early age, children often lack meta-awareness, which results in their open cognition of a new language. Unlike children, older learners own a strong meta-awareness and hold social attitudes towards the target language. That is the reason why Ellis (1994) pointed out that “adults possess more fully developed cognitive skills, which enable them to apply themselves studiedly to the task of learning a L2” (p. 493). Thus they will experience more negotiation of meaning and better input by using general and inductive learning abilities. Actually, various studies and researches show that adults are better language learners because they have not only better cognitive skills but a better memory as well. Whenever they deal with syntax and morphology system they will memorize them quickly and easily. Moreover, many teachers commonly notice that adults have a longer concentration span than children. Children cannot concentrate on certain activities as long as adults. As Hermar explained, “older learners do exhibit noticeable superiority because they tend to be more self-disciplined.” (2007, p. 288) From the analysis of the strong correlation between age and SLA, I clearly realize that my teaching methodology should be various when I work with younger learners and older learners although I carry out the same lesson about pronunciation, grammar or vocabulary. With the same content, I should change my teaching way in order to suit students of different ages. On the basis of the theoretical framework, younger learners are more intelligible then older learners in the process of acquiring native-like pronunciation. The former are not strongly affected by old habits of their mother tongue whereas the latter find it difficult to form new habits of L2 because of the influence of the first language. Nevertheless, adults have higher awareness than children. As a result, when I teach pronunciation I usually use some kinds of explicit explanation to enable adults to use their critical thinking. For sound formation, I use a sketch of mouth to describe the pronunciation of sound in terms of lips, tongue, teeth, etc. For example, when I teach the target sound /θ/, I will show the following picture and give the description. In order to pronounce it, you should put your tongue between your teeth. Then blow out air between your tongue and your top teeth. Explicit explanation will be followed by demonstration, imitation and practice. (Baker, 2003,p. 133) Moreover, older learners feel at ease with distinguishing two similar sounds thanks to their problem-solving talent. That is why I consider minimal pairs as a powerful tool to draw their attention to differences among some English sounds. Let’s take the vowel /I/ as an example. Firstly, I ask them to say the sound /i:/ by opening the mouth a little and lengthening it. Then open the mouth a little more to make the sound /I/. Contrasting two seemingly similar sounds will help adults produce the sounds more accurately. (Baker, 2003,p. 6) On the contrary, when I teach children pronunciation, I overuse imitation and repetition with a model video clip of English sounds. As you know, children are quick at imitating a certain sound even when the sound does not exist in their mother tongue. As a result, I often use clips from the program “English have a go” in which a native speaker “Professor Say It” will pronounce the target sound slowly enough for young children to imitate. Because the lecturer in the clip has a good sense of humor to add fun to pronunciation, I find it useful especially when I work with younger learners. As I know both children and adults suffer a lot from such boring pronunciation lessons, I always think of some games to arouse students’ interest and let for them relax during the lesson. They will not have a feeling of suffering from language learning. “Who is a poet?” is a common game in my teaching pronunciation. I ask my students (intermediate level) to make a poem with the last word containing the target sound. I will begin with the sentence “Jim has a wife” (the diphthong /ai/ is the objective of my lesson). Then my students make a poem like this. Jim has a wife She is very nice She is only 25 She has big eyes They have a happy life But Jim suddenly died Then she ends her life They never say goodbye Wish them happy life In the paradise In regard to teaching grammar, “three very most important sources of interest for children in the classroom are pictures, stories and games to enhance young learners’ intrinsic motivation” (Ur, 1996, p. 288). Hence, when teaching my younger learners I use a great number of pictures to contribute towards their interest in learning process. As a result of children’s low cognitive capability, I conduct mechanical drills, gap-fills, and sentence transformations to familiarize them with the structure and help them have the confidence to use it in a controlled environment. These tasks can be made into games through which they can get enjoyment, fun and pleasure. For instance, I ask my young children (Let’s go) to recognize verbs of past tense in terms of regular ones and irregular ones by marking them with different colors as children are keen on coloring very much. Firstly, I set the rule “regular verbs = green, irregular verbs = blue”. Secondly, I divide the class first into teams and then show them sentences one by one. In the end, the group which can get the most correct answers is the winner. Conversely, so as to make adults learn structures thoroughly and produce correctly, I use a sequence of activities from accuracy-oriented exercises in the beginning to fluency tasks for the free use of the grammar in a certain context in the end. As Ur (1996) suggested, there are “seven types of grammar practice like awareness, controlled drills, meaningful drills, guided, meaning practice, free sentence composition, discourse composition and free discourse” (p. 84). These kinds of activities focus mainly on both form and meaning practice with the aim of promoting adult’s cognitive skill and self-discipline. In terms of vocabulary, I consider visual aids a useful artifact to convey the meaning of the new word when I teach younger learners vocabulary items. I put a lot of efforts in preparing the pictures as well as concrete objects for my young children to learn effectively as what we hear, we forget; what we see, we remember. In contrast, older learners are provided with concise explanations, detailed descriptions, antonyms, synonyms, hyponyms or co-hyponyms whenever they study vocabulary items. Another difference in my vocabulary teaching between children and adults is that I draw the former’s attention to the form, meaning, spelling and grammar of a new word while I further introduce the latter the denotation, connotation and appropriateness of a vocabulary item. In short, we can clearly see that age differences have a strong influence on SLA between younger learners and older learners. While children who start to learn a language at the early age have a facility with the pronunciation while adults possess high cognitive abilities which help them benefit from abstract language teaching approaches. We can jump to conclusion that an early start to foreign language learning is likely to lead to better long-term results. Start as early as you can. Furthermore, the age of students is a major factor in our decision about what and how to teach. Students of different ages will have different advantages and learning styles in acquiring L2 linguistic knowledge. As teachers, we should know their strength and weakness to guide them study more efficiently and effectively. Thanks to this paper, I know I should adjust my teaching approach in a way more flexible and appropriate to students of various ages, thus I can be a better language instructor. In this way, I should ensure that my materials and tasks are age-appropriate so that all individuals can learn best regardless of being young and old.

“Muslim Structures and Pilgrimage” , writing homework help

“Muslim Structures and Pilgrimage” , writing homework help.

Please respond to the
following, using sources under the Explore heading as the basis of your
response:
Describe the main purpose of the Hajj in the Muslim faith, and identify two
(2) specific aspects of the Hajj that you find fascinating or significant. Next,
explain the association between Muhammad and the area of the Dome of the Rock in
Jerusalem. Lastly, describe the sacred art of Islam’s key qualities, and explain
the fundamental reasons why Muslim artists of sacred works are reluctant to
include images of humans (i.e., at least in sacred areas). Think of a place of
worship (of any religion) today, and explain which type of artistic tradition
would be more conducive to worship: Byzantine art (Chapter 8), Hindu art
(Chapter 7), or Muslim art (Chapter 9).ExploreNational Geographic on the Hajj at Walking tour of Jerusalem’s Dome of the Rock and structures around it at http://www.saudiaramcoworld.com/issue/200901/al-ha…. (Focus on what you wish; the entire tour is lengthy)
“Muslim Structures and Pilgrimage” , writing homework help