External Characteristics Of Personality - 1044 Words

Personality consists of different traits that each individual embodies. Each personality is composed of a diverse variety of traits and characteristics that are influenced by our environment, upbringing, experiences, and personal attributes we have attained throughout our lives. These are examples of both external and internal characteristics. External characteristics include the environment and surroundings an individual is amerced in. Internal characteristics include traits such as introversion and extroversion, agreeableness, competence, etc. Self-understanding is how your external characteristics influence your internal characteristics, and vice versa. This gives us an introspect of the reasoning behind our individual personalities.†¦show more content†¦My results for offbeat show that I play things too safe and am unable to accept change. My score for thinking indicated that I have an inability to make long-term goals or plans. The result for interpersonal depicted sugg ested that I enjoy serving others but could potentially ignore my own needs in the long run. The vital scores showed that I have poor mental and/or physical health. Lastly, my results for easygoing suggested that I am often stressed, exhausted and have anxiety. I would have to disagree with most of the results of this particular personality test. In my personal opinion, I am quite the opposite of materialistic. All my life I have always gone by the idea that things are just things, and don’t hold the value of my life. In terms of mental health, I have suffered from depression and anxiety which I still seem to struggle with, however I find myself to continue to be hard-working, determined, and independent which I believe will help me in completing my long-term goals. In conclusion, I see some accuracy in my results for this test, however disagree with most of the results. At this moment in time, my personality traits have a lot to do with my surrounding environment. I am a college student who both goes to school and work which often leads to a lot of stress and anxiety as shown in the results of the MOTIV test. My tendency to be on the â€Å"safe side†Show MoreRelatedThe Mega Marketing Of Depression1412 Words   |  6 PagesCulture is the result from how an organization resolved external issues and established a code of conduct for the society to use as a guideline. Culture is created and maintained through the repetition of stories and behavior. It is never definite because it is continually being modified to match current trends, however, historical principles still remain. 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An individual’s unique personality traits and attributes are a powerful indicator of how he/she will interact with the work environment. The difference between average and outstanding employees can often be solely personality related. As the employee is the most valuable asset toRead MoreMgt 600 Essay629 Words   |  3 Pagesand application (worth 60%) essays. The type of short-answer questions you may see are given below†¦. Sample Short-Answer Questions: 1. How might self-efficacy impact the Pygmalion Effect? Explain. 2. What is meant by internal and external equity and how is each achieved in organizations? 3. Differentiate between (a) content, and (b) process theories of motivation. 4. In Equity theory, what are two possible outcomes/ratios? 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The French Revolution - 1191 Words

The French Revolutions Moderate Phase lasted from 1789 to 1792, in time the Third Estate got a lot of power through the people of France. A constitution was written by the National Assembly for France that worked to change multiple things that people in the Third Estate found wrong with the French government, and monarchy was one of the main concerns addressed in the constitution. For a considerably long deal of time prior to the revolution, All of France was separated into different provinces, which were ordered into 83 departments, all of them had resembling population and area. To advertise the trade between departments even better, internal trade barriers were terminated, and the many forms of measurements and weights between areas were eradicated in favor of a single unifying system, we call this single unifying system today the metric system. At this time, several other countries were scared that people might question their own rule, so in order to thwart this possibility, many monarchs decided to go to war against France, trying to restore the monarchy this fighting led to the Radical Phase. In 1793, the revolution went into a radical phase. For an entire year, France went through one of the bloodiest regimes in its history as persistent leaders tried to prolong and keep the revolution. In 1793, January 21, it sent Louis XVI, sentenced to death because of crimes and treason against the state, to the guillotine; his wife Marie-Antoinette had to go through the sameShow MoreRelatedThe French Revolution And French Revolutions2006 Words   |  9 PagesAlthough the American and French revolutions both took place in the late 18th century, both fought for independence, and both portrayed patriotism, the revolutions are markedly different in their origins; one which led to the world’s longest lasting democracy and the other to a Napoleonic Dictatorship. Political revolutions in America and France happened because people felt dissatisfied with the way their country was run. In North America they rebelled against rule from a foreign power, they wantedRead MoreThe French Revolution And The Revolution1523 Words   |  7 PagesThe French Revolution was a time rife with violence, with many revolutionaries using extreme actions to overturn the French Monarchy and create a government based on equality and justice, rather than tyranny and despotism. This violence reached gruesome and terrible heights throughout the revolution, but was justified by the revolutionaries, who believed that their goals of total equality, the end of tyranny, and the return to a virtuous society, allowed them to use means necessary to attain theseRead MoreThe French Revolution And The Revolution1321 Words   |  6 Pages The French Revolution The French Revolution was an iconic piece of history that help shape the world. It was a time were great battles occurred. Blood sheds happen almost every day. The streets were red by the blood of bodies that were dragged from being beheaded. The economy was in bad shape. But before all of this the French had a few goals but there was one goal that they all wanted and that was to get rid of the monarchy. This idea did not arrive out of nowhere, the commoners were influenceRead MoreThe French Revolution And The Revolution1336 Words   |  6 PagesAnalysis The French Revolution was such an important time history. Not only was it a massacre with many lives being lost, including that of Queen Marie Antoinette and her husband King Louis XVI, it was also a time of great political turmoil which would turn man against man that being the case of Edmond Burke and Thomas Paine. Edmond Burke a traditionalist who believed the people should be loyal to the king against his former friend, Thomas Paine a free thinker who believed in order for things toRead MoreThe Revolution Of The French Revolution1040 Words   |  5 PagesWhile there were political and social causes of The French Revolution the most important cause was actually economic. 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It was theRead MoreThe French Revolution And The Revolution1223 Words   |  5 Pages French Revolution As the Enlightenment began in the middle of the 17th century, people began to use reason rather than stick to tradition. New Enlightenment ideas spread throughout Europe such as ideas on government. Enlightenment thinkers such as Rousenan believed that the best government was one formed with the general consent of the people. Other Enlightenment thinkers such as Voltaire and Montesquieu believed in freedom of speech and a separation of power within the government. All of theseRead MoreThe French Revolution And The Revolution1221 Words   |  5 PagesWhen people think of the French Revolution, they immediately think of the country of France and how the Revolution affected it. What most people do not think about however, is how the Revolution affected other countries, specifically the country of England. England was affected positively and negatively by the Revolution in that there was an increase of political involvement, but there was a collapse in the economy due to war declared by France. The French Revolution created a battle of conflictingRead MoreThe Revolution Of The French Revolution1636 Words   |  7 Pageswas an old fortress that had served as a royal prison and in which gunpowder was stored. This will be the place where Parisian crowds will lay siege on and use the gunpowder for their weapons, and this will become a great turning point in the French Revolution. 3) The Great Fear was the vast movement that the peasant insurgency of sacking nobles’ castles and burning documents would blend into. This attack was mainly because of seigneurial dues and church tithes that weighed heavily on many peasantsRead MoreThe French Revolution And The Revolution1180 Words   |  5 PagesLooking at the historical timeline, one can see that the French Revolution derived after the Enlightenment, which brought different ways of thinking, and different outlooks on government and society (553),(555),(558). The Enlightenment also changed the world of public debate, and established some ideas central to the French Revolution. The French Revolution of 1789 occurred due to government debt, class conflict, bankruptcy, the Enlightenment, and the rule of absolutism. These social, economic, and

The Author of “Facing It” Free Essays

The way one speaks and acts coming out of war is traumatic not only to the human body but the mind as well. If we the reader didn’t know that the author of â€Å"Facing It† Yusef Komunyakaa, was a war veteran, I would guarantee that after reading his poem you would have concluded that he was. What is striking about his work it that Yusef uses words that you wouldn’t typical put together to make you understand what he, the writer is seeing and facing- hence the poem â€Å"Facing It†. We will write a custom essay sample on The Author of â€Å"Facing It† or any similar topic only for you Order Now By reading the poem in your head or even out loud you could tell that the author’s tone of voice is very heartbroken, he feels this conflicting pain within himself, that could only be expressed through poetry. Yusef explains his feelings and what he’s experiencing out side post-war. His work depicts a certain metaphor in which he talks about the Vietnam veteran memorial wall, as like a mirror in which he’s not in or on. As a result of that, he writes them down as poems and comes up with beautiful analogies, that from a psychological critique, raises questions about what he is trying to convey throughout the war. Psychology is a way for humans to find the deeper meaning behind a person’s word. As I break down Yusef’s poem and try to find the deeper meaning, I will not only be talking about his internal struggle between his experience with war, but also the internal battle that Yusef faces between him and himself, and how he work to overcome it. The very first verse in Yusef poem â€Å"My black face fades, hiding inside the black granite, I said I wouldn’t dammit: no tears I am stone I am flesh†.(lines 1-3) Starts off by not only talking about his race but psychologically his memory as well. According to Floyd, Pilar analyzed version of â€Å"Facing It† Yusef face fades into the granite of the memorial. He looks back upon his memories and sees them as black and white- as humans tend to do in dreams. He sees the white engraved names on the black granite. When relating the two together, he explains how he is hiding- he can not see himself in the black granite, not only because of his pigment but because he feels strongly and more guilty that his name isn’t up on that wall unlike the rest of his fellow soldiers. â€Å"No tears I am stone I am flesh†(line 4) can only refer to the idea that he like the granite is stone. However because he is alive he remains this warm living flesh that is capable of crying even though he refers to himself as stone. Yusef uses metaphors and analogies as a way from hiding his true self. We wants to remain strong- stone, but alas he is struggling between to states he’d like to be in: life or death. Not only is this a battle for Yuself, we begin to see a battle that struggles between Yusef and himself when coming to terms with reality. â€Å"My clouded reflections eyes me†( line 5 ). Clouded meaning the tears that are progressing, or this idea that Yuself himself is clouded. When someone stands far away from a reflection, there image becomes clouded, as if it were disappearing, and in this case Yusef wanted to, but the granite was standing in his way, along with himself. As the reader I took this to mean he was accepting himself and the war, therefor backing away from it. When the statement eyes it â€Å"eyes me† meaning its looking back, can mean that his reflection is looking back at him or he is looking within himself. He realized and expected that its the granite thats not moving, its him who has to walk away but can not. Yuself is a victim of war † like a bird of prey†( line 7 )he is victimizing himself and the names on the granite are what’s analyzing him. Emotional, everything becomes a reminder to a victim of war. According to Floyd, Pilar he’s accepting that wherever he goes there will always be a reminder, it’s not escaping him. Yusef is getting a sense of his surroundings. â€Å"I turn this way- the stone lets me go†( line 8 ) he turns the other way and there is the memorial again. As he tries to walk away, he is realizing there is no walking away, because he’s always capable of turning in another direction and ending up back where he left off. From a psychological standpoint, I would say not only does he not want to be apart from the memorial but he is also accepting to the idea that is ok to turn around and not stare into it for a while. Just as he is about to walk away he comes rights back and realizes how many names are upon the memorial. â€Å"I go down 58,022 names half-expecting to find my own in letters like smoke†( line 15 ). There is a sense of guilt in this sentence, you can almost feel that he wants his name there but also he doesn’t. I say this because Yusef uses the term smoke. Smoke meaning a hundred different reason, but in this case smoke can mean something clear. According to Floyd, Pilar she states that in this cause the word smoke means easily attainable and easy enough to disappear. Here you can see that Yusef is struggling with himself, he feels this sense of responsibility and guilt. As a living individuale, Yusef like smoke can vanish and reappear when he pleases, unlike those names on the wall that will that will never. With this it gives Yusef this reassurance that he is truly alive because his name cannot be found on that list. However he still is a victim and struggles everyday with this thought of violence and lose. To people like us it’s a wall with names, to Yusef it’s an important memory. Once again Yusef finds himself in a mental state, similar to the one in the beginning of the poem. Where he is considering the possibilities of life and death, the internal struggle between him and himself. Yusef sees a veteran come out of the wall and rush through him, as talked about in class this image that Yusef see’s is similar to what could be a ghost. As stated in an analyzed version of â€Å"Facing It† Floyd, Pillars take on this statement she says that Yusef like the veteran with one arm has also lost something from the war, that being his piece of mind. I took this to mean that Yusef walks though life day by day struggling still because the difference between what we think is a ghost and Yusef himself, is that Yusef still lives. † In the black mirror a woman trying to erase names, no she is brushing a boys hair†( line 29) This was a very difficult analogy to break down, however as the reader, I read it to mean that Yusef is having a difficult time distinguishing the difference between memories from the war and memories of life. He wants to believe that everything is going to be ok and that nobody is hurt, but that’s not the case. He wants to be like everyone else, but he can’t. Why can’t other be more like him? From here on end Yusef’s every move, every statement, and every action will be an impact from his decisions and his actions from the war. He lives life trying to find the difference between fantasy and reality, the difference between life and death, and what he expresses in his last stanza is that nobody will understand and not many people care, unless they themselves are like Yusef. As a result Yusef faces with many psychological struggles, but like many they take time to comprehend and understand. Throughout the poem you see how Yusef fluctuates his emotions about what he sees and feels while looking at the memorial. Yusef faces many things, because the war in himself and in his head isn’t over. He attempts to overcome the nightmares and grief he faces, but concludes that’ll unlike many people, he has a privilege of understand the importance of this piece of granite, that many don’t seem to appreciate. Each stanza of Yusef’s poem is a way of expressing his internal battle. Each idea shows that Yusef is trying to overcome something in himself but looking at everything though different perspectives. At one point he’s a bird looking at himself, next his image fades into the black granite. Yusef stands on this fine line between life and death and attempts to break down the difference between the two given his struggle. In learning that it’s he who holds him back, Yusef learns to live with the way he looks and faces life. Getting back to the real world is just as difficult as being in war. Yusef seems to understand the meaning of everything but just doesn’t understand why it has to be like that which is why he is internally struggling with himself. How to cite The Author of â€Å"Facing It†, Papers

Drug Abuse Among Professional Athletes Essay Example For Students

Drug Abuse Among Professional Athletes Essay Drug abuse among professional basketball players is a problem as old as time. In some circumstances it may not be the athletes fault. For example when they are treating a minor cough or a cold, the medications used will sometimes contain small amounts of alcohol. On the other hand some athletes purposely abuse drugs for a variety of reasons. Some attempt to cover up the presence of other drug abuse but most abuse drugs because they will enhance their performance. The most common abused drugs in professional basketball are: anabolic steroids, marijuana, and amphetamines. Each drug has its own effect on performance, and disciplinary actions. When an athlete uses anabolic steroids, they usually feel that they will give them a competitive advantage over their opponents. If you think that only football players, weightlifters, and sprinters take steroids your wrong. Steroids are designed to mimic the bodybuilding traits of testosterone. The exact effects of anabolic on the athlete and athletic performance remain controversial but some test results have shown that steroids affect the professional basketball players performance in different ways. Steroids are said to make the athlete feel more energized, more aggressive, and able to train harder. When athletes choose to abuse anabolic steroids it also results in disciplinary actions if they are tested positive by the league. Three types of testing in professional basketball are reasonable cause, first-year, and veteran testing. If any player tests positive for the first time during any of the three tests, they will be suspended for five games. A second offense for anabolic steroid abuse will result in a ten-game suspension and a third offense will result in a twenty-five game suspension. The National Basketball Association will release any player if they are convicted of, or plead guilty to a crime involving the use or possession of steroids. Marijuana is the most widely used of the illicit drugs in the National Basketball Association. Marijuana has many negative affects to using it: it impairs skills requiring eye-hand coordination and fast reaction time. It also reduces motor coordination, tracking ability, and perceptual accuracy. When using marijuana you may have side affects such as difficulty concentrating and times where you are in dreamlike situations that seem unreal to you. It is known as a ;motivational syndrome; and has many direct affects to athletic performance. Apathy, impaired judgment, loss of ambition, and an inability to carry out long-term plans characterize the motivational syndrome. Just like steroid abuse has its consequences and disciplinary actions so does marijuana abuse. Marijuana also has the same three testing methods as steroids have: reasonable cause, first-year, and veteran. For a first offense of marijuana possession or use, the player will be required to enter the substance abuse program with no suspension or fine. On a second offense, the player will be fined $15,000 and be required to re-enter the program. A third offense will result in a five game suspension and another entry into the program. Any further abuse of marijuana will not result in any disqualification from the National Basketball Association but a further suspension will be prearranged. Amphetamines are used to delay the point of fatigue in athletes workouts, to which they will be able to withstand more exercise and competition. Amphetamines do not create extra physical and mental energy. They are significant for distorting the players perception of reality and impairing judgment, which may cause an athlete to participate while injured, possibly leading to worse injuries and putting others at risk. Various tests that have been conducted on professional basketball players suggest that amphetamine use can enhance skills which play a key roll in athletic performance. The skills include: speed, power, endurance, concentration, and fine motor coordination. Some athletes will use amphetamine because they feel that it will give them a competitive advantage over other players. .u8fbaa17ee24a60e5b3af8d62e11acc3d , .u8fbaa17ee24a60e5b3af8d62e11acc3d .postImageUrl , .u8fbaa17ee24a60e5b3af8d62e11acc3d .centered-text-area { min-height: 80px; position: relative; } .u8fbaa17ee24a60e5b3af8d62e11acc3d , .u8fbaa17ee24a60e5b3af8d62e11acc3d:hover , .u8fbaa17ee24a60e5b3af8d62e11acc3d:visited , .u8fbaa17ee24a60e5b3af8d62e11acc3d:active { border:0!important; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .clearfix:after { content: ""; display: table; clear: both; } .u8fbaa17ee24a60e5b3af8d62e11acc3d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8fbaa17ee24a60e5b3af8d62e11acc3d:active , .u8fbaa17ee24a60e5b3af8d62e11acc3d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .centered-text-area { width: 100%; position: relative ; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8fbaa17ee24a60e5b3af8d62e11acc3d:hover .ctaButton { background-color: #34495E!important; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8fbaa17ee24a60e5b3af8d62e11acc3d .u8fbaa17ee24a60e5b3af8d62e11acc3d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8fbaa17ee24a60e5b3af8d62e11acc3d:after { content: ""; display: block; clear: both; } READ: Power, Propoganda In Communist China Essay Along with the other two drugs mentioned, amphetamine abuse has its consequences. The same three tests are administered for amphetamines as used in steroid and marijuana. Unlike steroid and marijuana abuse, there is rarely a second chance after using amphetamines or any of its analogs, cocaine, LSD, opiates, or PCP. If amphetamines are found during any of the testing methods, the player will .

On the Road free essay sample

An analysis of Jack Kerouacs novel On the Road. The paper discusses the core theme and purpose of Jack Kerouacs novel On the Road which was published in 1957. The novel is essentially about the authors trips to various parts of the country in search of wisdom and truth. This paper focuses on the actual purpose of the journey and finds out if the writer was finally able to reach his destination or not. The paper also discusses the Beat generation briefly and explains why it was difficult for people to understand the theme of the novel when it first appeared in 1950s. On the Road is one of the most widely read books that emerged out of the Beat generation of the 1950s. To understand On the Road better, it is important to delve deeper in the society and culture of the time when Americans were increasingly looking for an alternative lifestyle and in their quest for something unique and different, they experimented with everything that appeared wild and adventurous. We will write a custom essay sample on On the Road or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jack Kerouac was one important beats icon and in his book, he has essentially talked about the journey that took him to different parts of the country. The author has not discussed this journey as simply a vacation trip; there is something intensely deep and meaningful in his travel chronicles. He was not precisely interested in visiting various parts of the country but his journey actually reflects a disturbed soul and mind looking for some stability in unpredictable and uncertain times.

Influence of the Age Factor on Second Language Acquisition essayEssay Writing Service

Influence of the Age Factor on Second Language Acquisition essayEssay Writing Service Influence of the Age Factor on Second Language Acquisition essay Influence of the Age Factor on Second Language Acquisition essaySecond language acquisition is a complex processwhich depends on a number of factors, such as cognitive development, cultural background, personal abilities, motivation, socio-economic background, age and the level of native language acquisition. Age is one of the important factors which influence second language acquisition. In addition, the age has strong influence on the level of native language acquisition and thus has additional meaning for the study process. Multiple researches have been performed in order to trace the relations between the age and second language acquisition. All these studies agree that age has an extremely important influence on language learning and that different researches in this field may greatly contribute to the theory and practice of second language acquisition. A lot of authors such as Ellis (2008), Larsen-Freeman (2008) and Mayberry and Lock (2003) state that younger learners are more successful in language study than aged ones.   The interconnection between age and second language acquisition is evident and it is necessary to trace peculiarities of this connection. This study aims to trace correlation between the success of language acquisition and learners’ age.FACTORS WHICH INFLUENCE SECOND LANGUAGE ACQUISITIONIt is important to explain the notion of second language acquisition. Under this process specialists understand the process of acquiring other but foreign language. Studies in this field are concerned with the investigation of the process where learner acquires any other but his first language. This process can occur both – in the natural surrounding and in the form of the organized study process.   The time of the beginning of study may differ significantly and may thus influence the results of the learning.First of all, it is necessary to distinguish factors which influence the learning process when it comes to second language acquisi tion. Different specialists name different factors. For example, Yigiter (1988) distinguishes three factors which have influence on language learning. These factors include the role of teacher, the leaner and his position, and the learning method.   Collier (1988) named leaner’s cognitive style, progress in native language acquisition and social and economic situation as the most influencing factors.The age of learning is one of the most important factors in the process of second language learning. A lot of specialists believe that it has extremely important influence on the results of the study.CRITICAL PERIOD HYPOTHESES  Lenneberg (1967), one of the pioneers of the researches in the field of second language acquisition, expresses the   idea that there is a certain period of language learning which should be considered by teachers and educators. His ideas got name Critical Period Hypotheses in language acquisition and expressed a thought that there is a period during w hich language acquisition is easy and natural. The Critical Period Hypothesis can be defined as â€Å"the period during which a child can acquire language easily, rapidly, perfectly, and without instruction† (Richards Schmidt, 2002, p.145). During this period leaning process goes more successfully and the learners are more likely to achieve good results. This is explained by the fact that learning language is an innate characteristic peculiar to all human beings. It is regulated by the biological factors and they determine the certain period when acquisition is the most effective.   This period lasts from two years to puberty. Starting from the age of two human brain becomes ready to acquire new things and to create new connections and correlations between things and objects. As Lenneberg (1967)   states in his famous book Biological Foundations of Language at the age of two or three years the period when the language can be acquired easier than in other time of life. Th is period lasts till the age of puberty. During this period language acquisition gives the best results and this is explained by the peculiarities of human brain.   So   according to this hypothesis during certain period of time human brain is naturally inclined to learn.This process lasts during childhood and youth and declines after puberty. Despite the fact that Lenneberg (1967)   himself names different time limits to this period, he still traces strong correlation between human activity and puberty. According to him after the period of puberty language abilities quickly become worse and the process of leaning becomes less effective. After puberty the functioning of brain changes in such a way that basic skill which are necessary for the successful language acquisition decline.   Ã‚  During this period learners show the best results in second language acquisition.   Lenneberg explains the duration of this period from biological point of view and uses the notion of late ralization. Lenneberg believes that language function is an innate characteristic of human brain and the process of language acquisition is not the process of learning new things but rather the process of the activation of the function which already exists.Lenneberg presupposes that during the childhood and early youth the right hemisphere takes part in the process of learning language. According to him, in the beginning both hemispheres take part in the process and it has got the name lateralization. Lateralization is a process when two sides of the brain develop special function. With the flow of time right hemisphere loses its language function and it passes totally to the left one.  Ã‚   As soon as this process is over, language acquisition become more difficult. Lateralization is usually finished by the age of puberty. So, after the age of puberty language acquisition becomes more difficult. Lenneberg made different research and spend much time to investigate the critical per iod of successful language learning. He compared pronunciation of people who started learning language before the puberty period and after it and came to the conclusion that people who start learning language later than puberty period can not acquire the right accent in contrast to children and teenagers who start second learning acquisition before puberty and speak with little accent or without accent at all. These argument are also supported by the study performed by Fathman (1975)   and Williams(1979).   Fathman summed up his research in the work called The Relationship Between Age and Second Language Productive Ability, Language Learning, and Williams in the article called The Modification of Speech Perception and Production in Second Language Learning. After several years of study of pronunciation they came to the conclusion that younger students were more likely to adapt the pronunciation of the language acquired while the older ones were more likely to speak with an accen t. These researches prove again the findings of Lenneberg about the critical period hypothesis. Later researchers have also proved his ideas about brain activity and connections between left and right hemispheres. Critical Period Hypothesis is an important notion in the study of   the influence of age on second language acquisition. Despite the fact Lenneberg made his investigation a lot of years ago his ideas are still up to date and most of them are useful nowadays. Knowledge about Critical Period can become a powerful tool for teaches of the second foreign language and for those who wants to acquire it. The functioning of brain and the structure of human psychics definitely have an extremely important influence on the process of language study and this knowledge can increase teaching results to a great extent.OLDER LEARNERS AND SECOND LANGUAGE ACQUISITIONA lot of researches started taking for granted Lenneberg’s studies about age limitation (12-13 years) in the second la nguage acquisition. However, still there are researches (Singleton) which show that older learners are also successful in the second language and able to reach the same level or even higher as the young learners do. Singleton states that language capacity of some immigrants improves with time. He refers to Ervin-Tripp which took place in 1974 as an example: â€Å"Ervin-Tripp conducted of 31 young English speaking children who had been exposed to French for a period that spanned nine months. The results of Ervin-Tripp’s research showed that the older students outperformed the younger learners in every field of the learning process† (Singleton, 2004, p.184). He also gives another example of Dutch learners who started learning English in the classroom after the age of twelve. These learners were able to gain native-like accent (Singleton, 2004).   However, these are single cases and more exceptions from the rule and even Singleton himself states that for the long run yo ung learners are able to reach more language proficiency than those who started learning the second language after twelve.Krashen (1979) also investigates this subject and presents short- and long-term results in the second language acquisition among children and adults. His conclusions are the following: adults and older children come through stages of morphological and syntactic development quicker than children, but early start or second language learning usually guarantees higher general language proficiency with the flow of time.STAGES of SECOND LANGUAGE ACQUISITIONThe process of Second Language Acquisition consitsts of 5 stages. Haynes (2007) marks out the following stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency and Advanced Fluency. The Preproduction stage is also called â€Å"the silent stage† and the learner’s vocabulary is up to 500 words at this period. At the Early Production stage the learner’s vocabulary grows up to 1000 words and he/she is already able to build up simple phrases and use short language forms. At the stage of Speech Emergency the vocabulary is about 3000 words and the learner builds simple phrases and sentences here. The stage of Intermediate Fluency presumes the vocabulary of about 6000 words and at this stage the learner is able to make more complex sentences and his/her comprehension of the second language is great. The last stage called Advanced Fluency can be compared with almost native speaker’s language abilities, however, it takes time to achieve it – around 5-10 years in average (Haynes, 2007).Halgunseth (2009), a SLA researcher, states that children can learn the second language in two ways: simultaneously or sequentially. Simultaneous learners are children under three who learn their mother tongue at home and acquire the second language in the kindergarten or other close surrounding. Young children from multi-language families also learn two or even mor e languages simultaneously: mum speaks German, for example, and dad speaks English. The child makes no difference between the languages and does not choose the favourite one. He/she subconsciously knows what language to use with a particular member of the family and does not mix them up. Children’s brain allows them to learn more than one language. If children hear two different languages, they construct two different language systems in their brain. Each system corresponds to the one language. The construction of such systems reminds the process of language acquisition which occurs when the person stats learning not native language.   (Halgunseth 2009). If one language is more frequently used in the family and prevails over the second one, with time the child feels it and declines   it. The frequency of the language usage may also depend on the time spent with the member who speaks the particular language.The sequent learning presumes the usage of one language as the mot her tongue (the main language) and introduction of the second language at extra classes or language school, for example.   Halgunseth (2009)   insists that the age factor is crucial for the simultaneous learning, while it is not so important for the sequent learning. The factors which influence the sequent learning are motivation and language capacity.CONCLUSIONIt is generally believed that younger learners are more successfully in mastering the second language. A lot of specialists believe that the younger the learner is, the easier the study process goes. In reality the relationship between and success in learning second language is complex . From the one side Critical Period Hypothesis theory states that early age is the best age for language acquisition, from the other side mystery in native language contributes greatly to the successful acquisition of the second language. There are specialists who doubt The Critical Period Hypothesis and state that older learners show bette r results than the younger ones. For example, David Singleton (2003) expressed an idea that â€Å"younger learners to do better in the long run in the matter of second language lexical acquisition is no more than a tendency† (p. 22). In addition, other factors have also a very strong impact on language acquisition. A lot of authors state that surrounding and social factors have a very important impact on the study success. For example, if the person learns language in the class during lessons, his result will be different from the person’s results person who lives in the language environment and has an opportunity to hear the target language all the time. In addition, some specialists believe that older learners have better language competency and have better abilities for problem solving and thus can achieve better results in language acquisition. Different aspects of language are perceived differently by different age categories. Early learners show better results in learning pronunciation, while older students acquire grammar and syntax better. Language capacity is another factor which has an important impact on second language acquisition. Some people have natural ability to language study while others do not and these tendencies are only reinforced by age factors.

How does God heal today Compare and contrast Christian approaches to Essay

How does God heal today Compare and contrast Christian approaches to wholeness and healing - Essay Example Coming in wholeness, with God Himself, was one way of bringing good health to your life. The Lord sent some Prophets to bring healing to the people. Miracles from God were rampant and obeying the Lord would bring healing. Reading the story of Jesus, it is notable that the most outstanding course of action he took, apart from teaching about the kingdom of the lord, greatly involved into the act of healing. He healed many people from the lame, blind to other members of the society who had leprosy. He healed people suffering from physical illness to those suffering from mental and spiritual illnesses, as well. He responded to people’s needs by offering healing and restoring wholeness to people’s lives. The Lord himself, Jesus Christ, performed a lot of healing through miracles. In the 2nd century BC, St Ignatius became the first priest who described the Eucharist as the medicine of immortality. A 4th century Christian apologist and poet, Prudentius, celebrated St Cyprian’s tongue’s healing power. The 15th century legendary, Bokenham, reported St Agatha’s healing power that came from the milk of her breasts (Wilkinson, 1998, p42). In the 19th century Natal, Zulu’s prophets petitioned Jesus to cured diseases that were caused by restless spirits. Mary Baker Eddy came up with the Science of Divine Mind as a weapon against harmful animal magnetism. Healing has played a vital role in the development of Christianity as a religion. The history of healing, in Christianity, can be mapped through transformation in the ancient, medieval and modern times. Initially, healing of sickness and disease had its origin from the Judean belief that the latter came from or li nked to evil and sin. They believed that the cure lied on prayer and repentance to earn Gods favor and divine forgiveness (Wilkinson, 1998, p68). Jesus’ activities that portrayed Jesus as an exorcist and a healer included his disciples carrying his combat against evil and sin and the manner in which