The newly theory of educationalists

Harmonizing the freshly theory of educationists at place and aboard said that the best age to larn L2 is from 4 to 12 year-old. During these times, most kids have entered simple school. Therefore, it is an indispensable for simple school pupils to put up English lesson, which has become a tendency in most metropoliss in China including their rural topographic points. And the National Ministry of Education issued a papers, which said that bit by bit offer English class in simple school from Grade Three, in 2001. In this new course of study criterion, emotional factors in instruction and acquisition are listed in the top topographic point for the ground that linguistic communication acquisition can non go from the emotion.1.1 The importance of survey students ‘ anxiousnessThere are legion grounds for believing that the influence of anxiousness is really of import in 2nd linguistic communication ( L2 ) acquisition. First, anxiousness is by and large seen as a psychological construct and has been explored by research workers. Spielberg ( 1966 ) defines anxiousness as subjective, consciously sensed feelings of apprehensiveness and tenseness, accompanied by or associated with activation or rousing of the autonomic nervous system. Gardner and MacIntyre ( 1993 ) think, linguistic communication larning anxiousness is the tense and awe emotion in L2 context ( including speech production, listening, reading and composing ) . This anxiousness is connected straight with public presentation in the mark linguistic communication, so non simply a general public presentation anxiousness. Second, students ‘ character has specialness in L2 for they are at advantage in L2 larning. They are characterized by good stimulation, memory and version. Those who begin to larn L2 at an early age are able to do greater accomplishment than those who begin to larn when they are grownups. However, students may hold some disadvantages in L2: undeveloped intelligence, deficiency of self-denial and could non know apart mistakes from their equals and even their instructors with low learning quality and narrow cognition. Besides, different emotion has different impact on L2 acquisition. Harmonizing the research of Eills ( 2000 ) students who are motivated by promotive anxiousness could dispute the new undertaking, arouse their possible and overcome troubles, therefore they get L2 larning success. In contrast, negative emotions and attitudes, such as the psychological science of inordinate pendency, timidness and introvertive personality, particularly anxiousness, will act upon L2 ac quisition and merely receive litter input. â€Å" Anxiety tends to non successful L2 acquisition † ( Arnoldi2000, p.292 ) . Third, students ‘ emotion, American psychological linguists Krashen ‘s 5th premise, is involved the procedure of linguistic communication acquisition and filters linguistic communication input merely like a protection screen commanding the input variables and inhaled measure that they could touch. Therefore, anxiousness, as a negative emotion factor, badly affects simple pupils ‘ motive in English acquisition. Krashen ( 1982 ) besides clearly indicates that students ‘ emotional filtering device through impacting its input variables. Thus the higher acquisition anxiousness, the more the input prevented by the affectional filter device which leads to linguistic communication learning failure ( Krashen, 1985 ) . Spielberg ( 1996 ) surveies show that 20 % pupils give up because of anxiousness and although 6 % of them is merely mild anxiousness. By understanding the correlativity between the linguistic communication anxiousness ( LA ) and English speech production proficiency of students, instructors can assist cut down the pupils ‘ degree of LA and bring forth better acquisition effects in the low-anxiety 1eaming environment. It is hoped that the findings will pull instructors ‘ attending to pupils ‘ tilting demands and acknowledge what and why students like to make in classroomi?Z The concluding and necessary significance is to acquire the pedagogical solutions based on writer ‘s research and cognize how to supply a low dying environment for the pupils and do them larn English more expeditiously and happy.1.2 The background of researching students ‘ anxiousnessAnxiety plays a nucleus in linguistic communication acquisition. Decreasing the negative consequence of anxiousness and sensible use of anxiousness have become indispensable parts of L2 larning. Therefore, students ‘ anxiousness has now drawn much attending from both linguists and linguistic communication instructors. In other words the importance of students ‘ anxiousness has received more and more attending in the past 20 old ages or so. From late 1970s to 1980s, some bookmans showed their concerns about affectional spheres. Many theories such as Krashen ‘s proctor theoretical account discuss the important function of affectional variables. In Krashen ‘s theoriesithe good known affectional filter hypothesis describes the relationship between affectional factors and L2 acquisition. The natural attack by Krashen and Terrell ( 1983 ) is an case, which is designed to assist novices go intermediates. It provides comprehendible input to scholars by following different sorts of techniques and activities. Bailey ( 1983 ) analyzed that the LA is caused by competition, scrutiny and interpersonal relationship between instructors and students. Horwitz, Horwitz and Cope ( 1986 ) were the first to handle foreign LA separate and distinguishable phenomenon peculiar to linguistic communication acquisition. Since 1990s, researches into anxiousness survey began bit by bit have become a focal point of present survey. MacIntyre wrote, in 1999, that â€Å" the term foreign LA, or more merely LA, was merely get downing to be used in the literature † . Trait anxiousness has been improved to impact cognitive functioningidisrupt memory, lead to avoidance behaviour and some other effects ( MacIntyre & A ; Gardner 1991 a ) . Gardner and MacIntyre stated that the strongest ( negative ) correlative of linguistic communication accomplishment is anxiousness ( 1993 ) . Studies show the negative correlativity of anxiousness with the undermentioned: self-esteem, i.e. , the judgement of one ‘s ain worth ( Horwitz, Horwitz and Cope 1 986 ; Price 1991 ; Scarcella and Oxford 1 992 ) Since now, Chinese bookmans besides begin to concentrate on anxiousness in acquisition and instruction. Liu Meihua and Shen Mingbo ( 2004 ) pointed out that there were two sorts of anxiousness in English schoolroom: trait anxiousness and environment anxiousness. Both of them influenced the pupils ‘ unwritten English public presentation negatively. Zhang Baoyan ( 1996 ) made a research on the correlativity between LA and listening proficiency among 40 Chinese college pupils. However, much of the research is frequently focused on certain facets and much of it is used for college pupils, high school pupils or secondary school pupils and seldom used for simple. Over the past old ages, there were legion surveies on students ‘ anxiousness of L2, but most of them focused on either college degree ( Aida, 1994 ; Ganschow et a1. , 1994 ) or high school degree ( Chang, 1999 ; Ganschow & A ; Sparks 1996 ; Liao 1999 ) . Few of them paid attending to primary school degree except the su rvey of Chan and Wu ( 2000 ) . The anxiousness is closely related with students ‘ motive in English acquisition. The proper anxiousness could imitate students to get the better of troubles and to prosecute deeper cognition, while inordinate anxiousness work stoppages pupils simulations of English acquisition. In the facet of encouragement, the congratulations is able to imitate immature scholars ‘ larning involvement and positive emotion, give rise to and so beef up larning motive and eventually do them take enterprises and to develop their accomplishments and abilities. In a word, encouragement could decrease students ‘ anxiousness in L2. And this English acquisition tide is farther encouraged by an of importII Problems of Teaching and Learning English Existing in simple SchoolsThe fact that English has become one of the focal points of kids instruction in China is undeniable. However there are several jobs still at that place.2.1 Problems from facets of English instructionFrom the â€Å" instr uction † facet: 1 ) LA in learning is non adequate solid. The New Curriculum Criteria enhances learning ends, taking at spoken linguistic communication, unit of ammunition grammar applying, vocabulary memorizing and all the ends which can better the simple school pupils ‘ public presentation in larning English. Hence some of the instructors neglect the importance of students ‘ LA. 2 ) The positive influence of anxiousness has been looked down. Most instructors think any anxiousness is negative in learning. However, the proper anxiousness helps to hike students ‘ motive on English acquisition, which is good for instructor to take advantage of this positive influence to imitate students ‘ involvement.2.2 Problems from facets of English acquisitionFrom the â€Å" acquisition † facet, 1 ) Elementary school ‘s English has no scrutiny force per unit area of come ining a higher school. The individual rating instrument leads to the deficiency of pupils ‘ motive to larn. Many pupils merely interested in larning for a piece, and with the addition of analyzing trouble, the more learning, the more hard. Gradually they lose their acquisition involvements and make a sense of failure, therefore lose the assurance in larning English. 2 ) As instructors neglect to pay their attending to students ‘ anxiousness, consequence in instructors ‘ taking vocabulary, grammar for their chief instruction undertakings. It does non suit the psychological features and larning features of students. 3 ) Class limited. Since merely three hours of a hebdomad, students ‘ anxiousness aroused from the category could non be fleet lessened in category, therefore they begin to mistrust their capableness for L2, which draw them experience a weary of L2.III Language anxiousness3.1 Definition of linguistic communication anxiousnessLanguage anxiousness ( LA ) can be defined as the fright or apprehensiveness happening when a scholar is expected to execute in the 2nd or foreign linguistic communication ( Gardner & A ; MacIntyre 1993 ) or the concern and negative emotional reaction when acquisition or utilizing a 2nd linguistic communication ( L2 ) ( MacIntyre 1999 ) . The literature on affectional variables in L2 acquisition shows that anxiousness is one of the cardinal factors in L2 acquisition. Although anxiousness plays an of import function in L2 acquisition, research has non produced a consensus refering that function. The inconsistent findings suggest that anxiousness is a complex concept, as is its map in L2 acquisition. Horwitz, Horwitz, and Cope ( 1986 ) were the first to handle foreign linguistic communication anxiousness as a separate and distinguishable phenomenon peculiar to linguistic communication acquisition ( Young, 1991 ) . At the clip, the term foreign linguistic communication anxiousness, or more merely linguistic communication LA, was merely get downing to be used in the literature ( MacIntyre, 1999 ) . LA is merely one of several types of anxiousness that have been identified by psychologists. In general, there are two attacks to description of LA: ( 1 ) LA may be viewed as a manifestation of other more general types of anxiousness. For illustration, test-anxious people may experience dying when larning a linguistic communication because they feel invariably tested or diffident people may experience uncomfortable of the demands of pass oning publically. ( 2 ) LA may be seen as a typical signifier of anxiousness expressed in response to linguistic communication acquisition. That is, something alone to the language-learning experience makes some persons nervous.3.2 Types of linguistic communication anxiousnessScovel ( 1978 ) , establishing on the features of individuals with LA, divided LA into trait anxiousness ( that is the inclination of persons in footings of anxiousness and psychological features of personality ) , province anxiousness ( that is the pupils produced a minute of a nxiousness ) and state of affairs specific anxiousness ( that refers to specific state of affairss, such as a peculiar minute in public statements, scrutinies, category engagement and other persons to see anxiousness ) , in which state-type anxiousness is the merchandise uniting trait anxiousness with state of affairs specific anxiousness. In L2 acquisition, the factor of trait anxiousness is less of import, while sometimes the function of province anxiousness is easing, and sometimes the function is enfeebling. Harmonizing the impact of LA on pupils, LA is divided into easing anxiousness and enfeebling anxiousness sing by Alpert and Harber. Generally speech production, easing anxiousness is associated with high acquisition and public presentation which can promote students to dispute themselves and new undertakings, self-regulating the force per unit area from LA, through imitating students to get the better of acquisition troubles, while enfeebling anxiousness is a sort of anxiousness that harms larning and public presentation, that is to state, enfeebling anxiousness leads a great trade of the negative consequence to students and forms a hinder of soaking up from L2 larning. Students who have enfeebling anxiousness may experience concern and self-double, they will cut down their engagement and create turning away of linguistic communication. Gardner and Maclntyre stated that the strongest ( negative ) correlative of linguistic communication accomplishment is anxiousness ( 1993 ) . Studies show the negative correlativity of anxiousness with the undermentioned: self-esteem, i.e. , the judgement of one ‘s ain worth ( Horwitz, Horwitz and Cope 1986 ; Price 1991 ; Scarcella and Oxford 1992 ) ; public presentation in speech production and composing undertakings ( Trylong 1987 ; Young 1986 ) ; assurance in linguistic communication acquisition ( Maclntyre and Gardner 1991 ; Gardner and Maclntyre 1993 ) ; classs in linguistic communication class ( Aida 1994 ; Horwitz 1986 ; Trylong 1987 ) ; proficiency trial public presentation ( Ganshow, Sparks, Anderson, Javorsky, Skinner and Patton 1994 ; Gardner, Ladonde, Moorcroft and Evers 1987 ) . The relationship between linguistic communication and linguistic communication public presentation is complex. Young ( 1991 ) explained that sometimes linguistic communication anxiousness is negatively related to one accomplishment and non another. Ganschow, Sparks, Anderson, Javorsky, Skiller and Patton ( 1994 ) suggested that high anxiousness might be a consequence of linguistic communication larning jobs instead than the cause. Some research workers suggested that linguistic communication anxiousness was really â€Å" easing † or â€Å" helpful † in some ways, such as maintaining pupils alert ( Scovel 1978 ) . Facilitating anxiousness has been shown in a few surveies related to: high linguistic communication proficiency and assurance among a hand-picked group of first-class linguistic communication scholars ( Ehrman and Oxford 1995 ) ; unwritten production of hard English constructions among native Arabic-speakers and Spanish-speakers ( Kleinmann 1977 ) ; good classs in linguistic communication categories for pupils in regular Gallic, German, and Spanish categories but non for pupils in audio linguistic categories ( Chastain 1975 ) . On the being of anxiousness ‘s helpfulness, linguistic communication research workers hold different positions. Horwitz ( 1990 ) suggested that anxiousness is merely helpful for really simple acquisition undertakings, but non with more complicated acquisition such as linguistic communication acquisition. Young Terrell ( 1992 ) interviewed Rardin, Omaggio Hadley and Krashen the experts of linguistic communication larning about the helpfulness of linguistic communication anxiousness. Rardin said that a positive facet of anxiousness operates all the clip, but we merely notice when a negative instability occurs. Omaggio Hadley responded that a certain sum of tenseness might be utile for linguistic communication acquisition, but she refused to name the tenseness â€Å" anxiousness † . Similarly, Terrell preferred to name such tenseness â€Å" attending † instead than â€Å" anxiousness † . Krashen contended that anxiousness is incapacitated to linguistic communi cation acquisition, but it might be helpful for the scholars in formal linguistic communication larning state of affairss.3.3 Components of linguistic communication anxiousnessBailey ( 1983 ) considered the ground that gives rise to LA including competition, scrutiny, the relationship between instructor and scholars. Horwitz and her co-workers ( 1986 ) conceptualized the constituents of LA particularly L2 larning into three parts: communicating apprehensiveness, trial anxiousness, and fright of negative rating3.3.1 Communication apprehensivenessCommunication apprehensiveness is â€Å" an person ‘s degree of fright or anxiousness associated with either existent or awaited communicating with another individual or individuals † ( McCroskey, 1982, p.27 ) . Harmonizing to this definition, the contents of LA are logically related to these of communicating apprehensiveness, because one of the most outstanding maps of linguistic communication is to pass on interpersonally. It i s assumed that people who are communicatively discerning in their native linguistic communication will see even Beater anxiousness in talking L2. However, some people who are communicatively discerning in a L2 are non needfully apprehensive in their native linguistic communication. In fact, L2 communicating apprehensiveness is best predicted by native linguistic communication apprehensiveness. The Personal Report of Communication Apprehension ( PRCA ) , foremost developed by McCroskey in 1970, was revised in 1982 to a 24-item from which is used to measure grownups ‘ communicating apprehensiveness in four state of affairss, viz. , in dyad interpersonal conversation, group treatment, meetings and public speech production. In one article, McCroskey proposed that the cogency of a step was best predicted by the consistence between empirical consequences and hypotheses of experiments based upon theories associating to the concept of the step. He summarized surveies which employed the PRCA as a step of communicating apprehensiveness harmonizing to the five proposition of communicating apprehensiveness theory. These five propositions were: 1. Peoples vary in the grade to which they are discerning about unwritten communicating with other people. 2. Peoples with high unwritten communicating apprehensiveness seek to avoid unwritten communicating. 3. Peoples with high unwritten communicating apprehensiveness engage in less unwritten communicating than make less orally discerning people. 4. When people with high unwritten communicating apprehensiveness do pass on, their unwritten communicating behaviour differs from that of people who are less discerning. 5. As a consequence of their unwritten communicating behaviour, extremely communicatively discerning people are perceived less positively by others than are less discerning people ( McCroskey 1978 ) . The PRCA conducted harmonizing to four types of communicating apprehensiveness which were the most obvious types an person encountered in the communicating contexts ( McCroskey, 1982 ) . Trait-Like Communication Apprehension is the first type which experienced by many individuals in a instead general province across all communicating contexts. Generalized-Situation Communication Apprehension which represents communicating apprehensiveness in a individual generalised context is the 2nd type. For case, one individual may be extremely discerning in one state of affairs, for illustration public speech production, but may see less anxiousness in other state of affairss as little group treatment. The 3rd type is Person-Group Communication Apprehension which involves an orientation of the single toward communicating with a specific individual or group of individuals under whatever fortunes the communicating took topographic point. Situation Communication Apprehension is the 4th type, it com bines those apprehension orientations above which happened to the person while pass oning with given single or groups, in a given clip and context.3.3.2 Test anxiousnessTest anxiousness is, â€Å" the inclination to go alarmed about the effects of unequal public presentation on a trial or other rating † ( Sarason 1984 ) i investigated in L2 larning procedure, and the consequences of these surveies are really confusing and non easy to construe. In Young ‘s survey ( 1986 ) , an outstanding negative correlativity between anxiousness and the Oral Proficiency Interview is found. In another survey, Chastain ( 1975 ) correlated the trial tonss of French, German, and Spanish scholars with two anxiousness graduated tables. And Chastain besides found that the tonss of Gallic audio-lingual method pupils were negatively correlated with the trial anxiousness, while the tonss of traditional German and Spanish pupils were positively correlated with trial anxiousness. A figure of facto rs can take to the trial anxiousness, such as the negative experience that pupils one time have experienced before, less assurance to execute in the testing state of affairss or being afraid of holding bad tonss on trials. All of these can develop prevenient anxiousness. Another factor which contributes to the trial anxiousness is deficiency of readying. Students will experience overwhelmed when their clip direction and survey wonts are really hapless, and deficiency of organisation. The scholars who follow a clear perusal program will experience more confident than those who are loath but forced to jam in L2 larning procedure. Suitable force per unit area for pupils who want to execute better in the trials is a good motive, but if it is excessively serious, the consequences are opposite. Thought in this facet, pupils should pay much attending on the negative effects of failure, instead than fix to be successful in the trials.3.3.3 Fear of negative evaluatedWatson & A ; Friend defin ed it as â€Å" apprehensiveness about others ‘ ratings, turning away of appraising state of affairss, and the outlook that others would measure one negatively † ( Watson & A ; Friend 1969 ) . The fright of negative rating is similar to prove anxiousness. The former is broader in range for trial anxiousness which is merely limited to the trial pickings state of affairss, but fright of negative rating may happen in any societal state of affairs. The fright of hapless public presentation and ridicule by equals is mistaking to one ‘s â€Å" linguistic communication self-importance † . The self-image of L2 scholars, particularly of students, is challenged because they have less control over the linguistic communication and do non experience like themselves when talking a L2. Horwitz and her associates concluded that LA is non merely the combination of communicating apprehensiveness, trial anxiousness and fright of negative rating, although they form the foundation of linguistic communication anxiousness surveies. LA should be regard as â€Å" a distinguishable composite of self-perceptions, beliefs, feelings, and behaviours related to classroom linguistic communication larning originating from the singularity of the linguistic communication larning procedure † ( Horwitz et al. , 1986, p.128 )IV Methods and Measure of lessen students ‘ anxiousnessThis chapter will present the methods of the survey and discourse the steps of lessen students ‘ anxiousness in 2nd linguistic communication acquisition.4.1 MethodsThis probes aim at larning the degree of students ‘ anxiousness so far, seeking and the doing factors of students ‘ anxiousness 1 ) Questionnaires The participants of the questionnaires are 21students from Kehuan English preparation school, whose ages are from 8 to 13. Two questionnaires were applied in this survey. Questionnaire 1 of Foreign Language Classroom Anxiety Scale of Primary School was designed by the writer to observe pupils ‘ linguistic communication anxiousness. Questionnaire 2 was used to calculate out that which schoolroom activities were popular among pupils, whereas, which activities made pupils nervous, and beginnings and factors arousing pupils ‘ anxiousness were to be found out every bit good. 2 ) Interviews The present survey uses pupil interviews to calculate out pupils ‘ English acquisition experiences and other beginnings arousing their dying reactions in and outside the schoolroom. The interviews start with the undermentioned inquiries: What hold your parents done about your English propensity? How do you experience in English category? Do you believe you have English larning anxiousness? Do you believe what grounds straight lead to your anxiousness?4.2 Analysis the factors taking students ‘ anxiousnessHarmonizing analysis the studies, it is easy to cognize that students ‘ LA is caused by the undermentioned four grounds: 1 the scholar ‘s ain failings such as deficiency of assurance ; 2 inordinate demands from parents on their kids, deficiency of communicating ; 3 instructors improperly steering.Failings from students ‘ charactersPupils deficiency of self- assurance easiness to be anxiousness in larning L2. Some students may of course timid that they do n't cognize what to make or bury the most familiar cognition due to tenseness, even if they carefully fix in category to speech. Some conservative students who lack of adventuresome spirit fright of doing errors for being joked after category. In add-on, writer besides found that the students from hapless household or countryside have higher anxiousness.4.2.2 Excessive demands from parents on their kidsParental unrealistic demands or missing communicating frequently affects students ‘ larning emotion which causes LA. Through single interviews, writer analysis the consequence of relationship between parents and students, and found that the parents with high instruction background wage attending to pass on with their kids, while the low instruction background 1s non merely have non adequate communicating, but evaluate their kid in a really signal certify: tonss foremost. They think that the pupils with first-class academic perforates are good kids ; the pupils with worse academic perforates are bad 1s. These wrong judgements overburden students L2 acquisition, which result in students have to hard work to derive a high mark. But the effect is non every bit good as parents ‘ outlook for the factors of intelligent, survey schemes, and larning capacity. Most of hapless household parents fiting with non high educational background make money by high- tenseness manual work. The disproportionate payment force they desperately desire their kids altering destiny through first-class larning mark in school. Although there are many outstanding pupils among them, the general students are common pupils who are sing LA, such as embarrassment, cryings, self-blame and even give up, in forepart of larning reverses.4.2.3 Teachers improperly steeringTeachers are one of chief indispensable educational scenes. In the procedure of L2 acquisition, the instructor is the most of import factor. Pupils ‘ LA is non merely about their ain psychological qualities, but besides about the direct or indirect relationship with their instructors. In learning procedure, instructors due to their quality or improperly utilizing educational methods or means impact on students ‘ larning psychological science which easy causes LA. Besides, some instructors with bad piques are frequently austere, who could make n't digest any mistake of students, so that they prefer to penalize or utilize bodily penalty, which add students ‘ psychological load, advancing larning hostility, and hinder students ‘ roundly grow and school ‘ normal instruction.4.3 Measures of lessen linguistic communication anxiousness4.3.1 Measures to get the better of failings of students ‘ charactersGet the better ofing students ‘ failings of characters chiefly focus on hiking their assurance of English and imitating their acquisition motive through promoting them that they can get the better of any trouble when they learning English. The instructors can utilize the undermentioned steps to advance students ‘ assurance: First, making a comfy, non-threatening environment to promote moderate risk-taking without aching pupils ‘ self-pride ; Second, to avoid rectifying errors made by pupils purely in the schoolroom ; Third, to utilize proper competition in the schoolroom ; Fourthly, to set frontward proper schoolroom ends and demands harmonizing to the different degrees of the pupils ; Fifthly, to give wagess in clip to pupils to cultivate self-esteem and cut down the anxiousness ensuing from fearing of negative rating ; Sixthly, to avoid inquiring the pupils for perfect public presentation in English schoolroom ; Seventhly, to assist pupils utilize active pedagogical deductions, for illustration, self-encouragement ; Eighthly, to avoid the activities that pupils think unhappy ; Ninthly, to avoid the activities which are in hit with larning purposes ; Tenthly, to avoid the activities which are above or beyo nd the pupils ‘ abilities ; Eleventh, to avoid the activities which are harmful to self-image and social-image ; Twelfth, to utilize acquisition in 2nd schoolroom to assurance and concerted self-pride ; Thirteenth, to promote the pupils to larn to esteem, understand and do friends with others While using the above suggestions, the pupils can cover with linguistic communication of self-esteem and negative rating efficaciously every bit possible as they can. Merely in this manner can the pupils enjoy larning English and accomplish success in English acquisition.4.3.2 Measures to parents ‘ influenceParents should convey good influence on their kid, because they are students ‘ key grownups whose attitudes straight relate to students ‘ motive to L2 acquisition. 1 ) Puting up good parent- instructor partnerships Schools as the specific educational establishment have abundant educational cognition, while parents are non provided with these. Therefore, schools should heighten partnership with parents and promote rational theory: 1. Schools can present circular educational theory by school-newspapers. The school-newspaper edits instructors learning contemplation and jobs they one time meted and solved and students ‘ heartfelt want about larning. All of these are helpful to beef up the communicating between schools and parents. 2. Parents meeting should be convoked on a regular basis. In the meeting, parents should be allowed together with pedagogues to place concerns, analyze state of affairss, develop and implement programs, and measure end attainment. Problem work outing, information assemblage, and resource sharing are all heightened. The attitudes parents and pedagogues hold about each other set the phase for an atmosphere conducive for the formation of effectual relationships. School forces that attempt to set plans into topographic point in the absence of constructive attitudes and a healthy ambiance will probably see limited success 2 ) Establish positive household larning environment Family is the 2nd of import acquisition topographic point for students, in which parents ‘ words and actions and other environment factors affect students ‘ L2 acquisition, therefore set uping a positive household environment is indispensable: 1. Parents should promote their kids to demo what they have learnt in school and praise their first-class public presentation, which aims at heightening students ‘ L2 larning assurance and hiking their acquisition motive. 2. Parents should collaborate with instructors to supervise consequence of L2 larning in school and pressing students to complete prep and practising unwritten English.4.3.3 Measures to instructors ‘ improper guidingThe instructor should excite the pupils ‘ motive and involvement of English acquisition. Harmonizing to the pupils ‘ degree, instructors arrange different undertakings and set frontward different demands so that pupils are able to complete them to avoid increasing larning anxious ness, which can set up the pupils ‘ assurance in English acquisition. Teachers should hold rich cognition to do English category gratifying. Teachers should be patient to assist pupils get the better of anxiousness as a effect of failure experience. Teachers should hold higher professional quality aimed at offering comprehendible input in English category, doing it easy for the pupils to analyze English. Teachers should make a relaxing, active and stress-free acquisition ambiance in which pupils do n't waver to talk English and dare return hazard in take parting in assorted learning activities. It is of import for pupils to acknowledge linguistic communication larning anxiousness. So it is instructors ‘ duties to do the pupils cognizant of larning anxiousness and take effectual steps to decrease larning anxiousness. Teachers should promote the pupils to take an active portion in linguistic communication pattern. The more pupils pattern English, the more assurance they ha ve. Proper rating is an of import method for cut downing English acquisition anxiousness. Teachers should be wise in happening out the pupils ‘ good qualities so as to advance them to confront troubles. The instructors ‘ response to pupils ‘ public presentation should be neither a simple â€Å" right † or â€Å" incorrect † , nor a simple â€Å" Yes † or â€Å" No † . At the same clip, instructors must carefully make up one's mind when, how frequently, and most significantly, how mistakes are corrected. Teachers should make a non-threatening acquisition environment for the pupils because it is critical for pupils to larn English. Merely when the pupils feel stress-free can they decrease larning anxiousness every bit possible as they can. Teachers should learn the pupils in conformity of their aptitude and esteem their single differences in the procedure of set uping learning undertakings. Teacher should be cognizant of their influence on pupils and do everything they can to cut down English larning anxiousness. Depending on the pupils ‘ demands and cultural background, the instructors can utilize any or all of the undermentioned suggestions for decreasing linguistic communication anxiousness by Rebecca L. Oxford ( 1999 ) . a‘ Help pupils understand that linguistic communication anxiousness episodes can be transeunt and do non necessarily develop into a permanent job ; a‘?Boost the self-esteem and assurance of pupils for whom linguistic communication anxiousness has already become a long-run trait by supplying multiple chances for schoolroom success in the linguistic communication ; a‘?Encourage moderate risk-taking and tolerance of ambiguity in a comfy, non-threatening environment ; a‘?Reduce the competition nowadays in the schoolroom ; a‘ ¤ Be really clear about schoolroom ends and aid pupils develop schemes to run into thoseV ConclusionThis survey has investigated the differe nce of L2 larning anxiousness of primary school pupils from 2 Grade to 6 Grade, examined the relationship between LA and students ‘ L2 accomplishments and probed into the factors that could elicit students ‘ LA. The consequence of this research can be summarized as follows: In the first topographic point, this research shows that students ‘ LA is obvious, and the higher degrees of LA students have, the lower accomplishment they get. Second, the grounds that arouse students ‘ LA are assorted, hence lessen students ‘ 2nd linguistic communication larning anxiousness should be actualized from the facets of pupils, instructors and parents. Students should positively take portion into L2 category and courageously demo their accomplishments and inquire inquiries about L2 acquisition. Teachers should pay attending to pupils ‘ L2 larning psychological science, set up easy and happy instruction environment, and beef up the relationship with parents. As for parents, they should supply a good L2 acquisition environment, promote their kids to pattern L2 and give them great psychological comfortable and emotional support. Third, communicating apprehensiveness, English trials and fright of negative rating are some causes that provoke students ‘ linguistic communication acquisition anxiousness. As simple English instructors, we should maintain these differences between second-grade pupils and six-grade pupils in head, which would assist us to take preferred learning methods might student systems and closely supervise the schoolroom clime to place specific beginnings of pupil anxiousness for different class pupils. In order to cut down the anxiousness degree in the linguistic communication category, we suggest instructors speak more easy and reenforce the stuff to help comprehension and keeping, provide instructional stuff more relevant to pupils ‘ life or ends, and be cognizant of single acquisition manners. In add-on, instructors can utilize more whole-class activities, because probe consequences of this research indicate that non merely third-grade pupils but besides sixth-grade pupils like the whole-class activity. Furthermore, instructors do non overtly or harshly correct the mistake, but merely repeats the phrase in the proper grammatical or phonic signifier. Correct feedback is given, but errors are non emphasized in forepart of the others. It might besides be helpful if the instructor points out that errors are an built-in portion of the acquisition procedure and are non to be feared.

How is the alphabet stored Essay

Abstract Alphabetic retrieval is a prototypical task that is studied to gain insight into how humans learn and process long lists. We shall study two conï ¬â€šicting models of this process: serial search and direct association. To distinguish between these models, we shall derive predictions about priming eï ¬â‚¬ects that occur when items are paired. In a new experiment, we measure these priming eï ¬â‚¬ects. Although the small data set does not allow strong conclusions, it shows that a pure associational model alone is too simplistic. How is the alphabet stored? How do people retrieve letters from the alphabet? Diï ¬â‚¬erent accounts of how humans store and access the alphabet, or other long lists with little explicit structure, have been proposed. A good model must be able to explain human performance, and especially reaction times (RTs), in experimental tasks. Tasks that have been studied in experiments include: reciting the alphabet from a speciï ¬ c letter, saying the next letter, judging whether two letters are in the correct alphabetic order, etc. All these experiments have found an increase in reaction times towards the end of the alphabet, as well as a distinctive pattern of peaks and valleys across the alphabet. In this paper we shall focus on this alphabetic retrieval task: A letter (the probe) is presented visually, and the subject has to say either the following or preceding letter in the alphabet. In the forward condition, the subject has to say the next letter in the alphabet. In the backward cond ition, the subject has to say the preceding letter. A pattern relating to this task is shown in Figure 1. Note how the location of peaks and valleys is consistent between the forward and backward tasks. Models of alphabetic retrieval: serial search vs. direct  association Klahr, Chase, and Lovelace (1983) propose a serial search-model of alphabetic retrieval. To ï ¬ nd the letter following or preceding a probed letter, the subject has to ‘recite’ the alphabet from a speciï ¬ c ‘entry point’ until the probe letter is found (or one further to ï ¬ nd the answer, in the forward search task). The reaction time depends on the time needed to ï ¬ nd the entry point and the number of steps from the entry point to the probe letter. According to the direct association model of Scharroo, Leeuwenberg, Stalmeier, and Vos (1994a), no serial search is necessary. Letters have direct associations with their successors, and the strength of this association determines the reaction time. Figure 1: Reaction times (Scharroo et al. 1994a) Forward vs. backward search The model of Klahr et al. (1983) applies to both forward and backward searching. Scharroo et al. (1994a) leave open the possibility of serial search in the backward condition, while rejecting serial search in the forward condition, because the alphabet is learnt in the forward direction only, and direct associations with predecessors might not be available. However they also state that their experiment does not support the serial search model even for the backward condition, and that the Klahr et al. model has little value in explaining their results. So their position on serial search in the backward condition is not entirely clear. A reply to Scharroo et al.’s work (Klahr 1994) proposes that a new model should be developed, which should combine both the serial search and the direct association model. If a suï ¬Æ'ciently strong association between letters is available, this association is used; otherwise a serial search is performed. The article does not specify when such a direct association will be available, but the distinction between the forward and backward tasks seems a plausible candidate. However, in Scharroo’s rejoinder (Scharroo 1994b), she states she sees little  use in such an arbitrary combination of models. A pure associational model is suï ¬Æ'cient to explain the data, and a serial search component has little to add. The position in this article seems more radical than in the 1994a article because even in the backward search task it does not allow for a serial search process. Unfortunately, no account is given of how people learn backward associations between letters. Experiments have consistently shown higher reaction times in the backward task than in the forward task, which implies that a backward association is weaker than a forward association. Chunks According to Klahr and others who think humans use a list-structure to store the alphabet, the alphabet cannot be learnt directly, because it exceeds the capacity of working memory. The diï ¬â‚¬erent subgroups in which the alphabet is divided during learning, and also during subsequent storage, are called chunks. When a chunk boundary must be crossed to ï ¬ nd the answer to a test item, this results in signiï ¬ cantly longer reaction times. To Klahr et al., chunks are also the preferred entry points for initiating a serial search: a search will always start from the ï ¬ rst letter of a chunk. To Scharroo et al., a chunk is â€Å"just a series of letters with strong associations, enclosed between weak associations† (Scharroo et al. 1994a, p. 239). Individual diï ¬â‚¬erences In Klahr’s experiments with American subjects, he ï ¬ nds a strong interpersonal agreement on chunk boundaries. This segmentation coincides with the phrasing of the nursery song through which the alphabet is taught in American schools. Scharroo et al. however, in their experiment with Dutch subjects, ï ¬ nd larger diï ¬â‚¬erences between subjects. They argue that this probably reï ¬â€šects the absence of a common method to teach the alphabet in the Netherlands. In both experiments interpersonal agreement on chunk boundaries decreases towards the end of the alphabet and chunk sizes towards the end of the alphabet are smaller. Increasing RTs across the alphabet Overall reaction times increase towards the end of the alphabet, and so do the RTs at the local minima that, in the serial search model, represent the beginning of chunks. According to Klahr et al., this increase in local minima occurs because access to entry points is slower for chunks later in the alphabet. In their account, this is explained by a serial search through all chunks to ï ¬ nd the chunk containing the probe letter, which precedes the search within the chunk. Scharroo et al.’s model (1994a) does not model increasing RTs at all, although in the 1994b article a parameter is added for this. They state that the overall RT increase is due to a primacy eï ¬â‚¬ect: the beginning of the alphabet has been repeated more often, therefore the associations between the letters are stronger at the beginning. They do not ï ¬ nd an increase in local minima in the results of individual test subjects, rather they claim that the increase in the aggregate data is a result of averaging. Because the chunks are smaller towards the end of the alphabet and because variability between persons is greater, averaging results in increasing local minima. Although we will have to take into account this increase in RTs across the alphabet, my experiment is not designed to decide between diï ¬â‚¬erent explanations for this increase. We will focus on (possible) serial search within chunks only. Predictions for priming Given the diï ¬â‚¬erence between American and Dutch subjects, it is hard to decide which model ï ¬ ts the experimental data better. Therefore, we will derive new predictions about how priming can inï ¬â€šuence RTs. The results might help decide which model is correct. The task is the same as described earlier: the subject is presented a letter and has to say either the next or the preceding letter in the alphabet. However, items will be  paired to form prime-target combinations. For convenience, we will always refer to the ï ¬ rst item of such a combination as the prime, regardless of whether we think this item causes priming or not. An example would be the combination D−, F −. The prime item is D− (the − indicating that the task is to say the letter before the D) followed by a target item F −. The RT on this target item is compared to the RT on the same target item when preceded by an item O−. If the RT on the target item is signiï ¬ cantly faster for the ï ¬ rst combination than for the second, we can say that the D− item somehow primes the F − item. We will distinguish three models, based on the described literature. For each model we will describe what predictions for priming can be derived from it. The examples assumes that the letters A to F are all in the same chunk. SS (strong serial search) Always serial search, both in the forward and backward condition. This corresponds with the Klahr. et al (1983) model.  A prime item C+ or D− will always cause someone to ‘recite’ from the beginning of the chunk until the prime is reached (it doesn’t matter whether the next or the preceding letter is asked): â€Å"A, B, C, D†, assuming the chunk starts at A. This will activate all the letters from A to D. For a subsequent target F −, the subject will need to search the series A to F . However, this search should be faster because many of the letters have been activated. The right entry point (rather trivial in this case: A) should also be found faster because it is still active. We could even argue that the search doesn’t have to start at A, but can start where the preceding search left of, at D. Whatever the precise mechanism, we expect a priming eï ¬â‚¬ect, both when the prime item is + and when it is −. If there is a chunk boundary between prime and target, no priming can occur. But averaged over all letters of the alphabet, we still expect a priming eï ¬â‚¬ect. DA (direct association) Always direct association, both in the forward and in the backward condition. This corresponds with the Scharroo et al. model. Although they claim to ï ¬ nd  a serial search in the backward condition plausible (1994a), this is not incorporated in the formal model (Scharroo et al. 1994a). Scharroo later takes the position that a combination of models adds no explanatory leverage (Scharroo 1994b). When we refer to DA, we mean a pure associational model. To ï ¬ nd the letter preceding or following the prime, only the association between these two letters needs to be activated. This will not eï ¬â‚¬ect the subsequent target item, unless the target item or its answer is identical to one of these activated letters. Therefore, there is no priming except identity priming (i.e. a prime and target are identical, or ask for identical answers). FABS (forward association, backward search) A simple combination of both models. To ï ¬ nd the next letter, direct association is used. To ï ¬ nd a preceding letter, a forward serial search is initiated. The entry point for this serial search is the beginning of a chunk. If the prime item demands a serial search (in the backward condition) the subsequent forward associations will be primed. This priming will aï ¬â‚¬ect the RT of the target 4 prime − prime + priming D− F− C+ F− no priming P− F− P+ F− Table 1: Conditions: example  item if it is in the backward condition, by the same reasoning as for SS. It will not aï ¬â‚¬ect the RT of the target item if it is in the forward condition (at least not if the prime preceded the target in the alphabetic order), since the forward task does not involve a serial search. If the prime item is in the forward condition, only the direct association between the prime and its following letter is activated. If the target is in the forward condition too, our expectations are the same as for direct association. If the target is backward, the activated association would slightly speed up the serial search, if this association is part of the series being searched (which is the case if the prime preceeds the target in the alphabet). Experiment Item design Because Klahr himself has proposed a hybrid model, our design does not test all possible circumstances in which priming can occur according to SS. Rather, it tries to distinguish between pure association and any form of search (SS or FABS). Therefore, the target is always asked backward. The prime can be both forward and backward. This leads to a matrix of four conditions. Table 1 gives an example of each condition, with all examples using the same target. The conditions always use the same distance between prime and target, as explained below: no priming, prime − (np−) : the ‘prime’ is the 10th letter after the target (if the target is between B and P ), or the 15th letter before the target (if the target is between P and Z). Because this distance is larger than any proposed chunk size, there can be no priming eï ¬â‚¬ect. no priming, prime + (np+) : the same as np−, but this time the prime is +. priming, prime − (p−) : the prime is the 2nd letter before the target. This  is the minimum distance needed to ensure that the answer to the target does not overlap with the prime (either the prime letter itself or its answer). priming, prime + (p+) : the prime is the 3rd letter before the target. Again, this distance is necessary to prevent overlap between prime and target. Note that for the same target in conditions p− and p+, the prime involves the same pair of letters (but which letter is the question and which is the answer diï ¬â‚¬ers). Using these distances, we generated prime-target pairs for every target from B− to Z− for the no-priming conditions and from D− to Z− for the priming conditions. To these items, ï ¬ llers were added to achieve the following checks and balances: 1. the + and − operator occur equally often for each letter (except A and Z), 2. sequences of the same operator (at most three in a row) occur equally often for each operator, 3. in the p+ and p− conditions, the prime is never primed itself. We organised our items with ï ¬ llers in sequences of 3 or 4 letters. The sequences could be reordered without violating the third condition. Every subject received a diï ¬â‚¬erent, random ordering of sequences. Predictions for our 4 conditions It should be obvious that we cannot assume that a +− and a −− combination will have the same RTs on the second item. Therefore, a direct comparison between np− and np+, and between p− and p+ is problematic. There are three diï ¬â‚¬erent possibilies: 1. If there is no priming, the previous operator does not inï ¬â€šuence performance on the next operator. (If there is priming, the previous operator might inï ¬â€šuence performance, in so far as diï ¬â‚¬erent operators cause diï ¬â‚¬erent search processes.) 2. If there is no priming, performance on the target will be slower if the subject has to switch to a diï ¬â‚¬erent task (i.e. a diï ¬â‚¬erent operator). Therefore, np− is faster than np+. 3. If there is no priming, slow performance on the prime will spill over as slow performance on the target. Since − is slower than +, performance on the target will be slower for np− than for np+. We can compare np− and np+ to get an idea of the size and direction of the  previous operator inï ¬â€šuence. We can then use this to correct the RTs for p− and p+. Assuming that there is no previous operator inï ¬â€šuence, the diï ¬â‚¬erent models would make the following predictions on the rank order of the conditions, where > means ‘higher target RT / slower’ and < means ‘lower target RT / faster’: DA: FABS: SS: np− = np+ = p− = p+ p− < p+ < (np− = np+) (p− = p+) < (np− = np+) Assuming nothing about the previous operator inï ¬â€šuence, not even that its direction is consistent across priming and non priming conditions, we can only predict a partial rank ordering: DA: FABS: SS: np− = p−, np+ = p+ p− < np−, p+ < np+ p− < np−, p+ < np+ The diï ¬â‚¬erences between SS and FABS in these predictions are very minor, as we have not added items with a forward target. Method The subjects were 15 psychology undergraduates, participating for course credit. They youngest was 18 and the oldest was 24. There were 8 females and 7 males. 12 subjects spoke Dutch as a child both at home and at primary school. One subject spoke Frisian at home and Dutch at primary school. One  subject spoke German both at home and at primary school. The items were presented on a computer screen. After the subject pressed the space bar to start each trial, a + or − sign was shown for 0.5 seconds at the center of the screen, then the operator disappeared and a capital letter was shown at the same location. Subjects were to press the spacebar as soon as they knew the answer. They then were shown a question mark and had to type the answer. By letting subjects press the spacebar before typing the answer, we aimed to prevent a confounding inï ¬â€šuence from the diï ¬â‚¬erent letter positions on the computer keyboard. Subjects were instructed to use only their index ï ¬ ngers, so movements had to be sequential. To discourage subjects from pressing the space bar prematurely, the question mark would disappear after 2 seconds. Subjects received no feedback on the correctness of their response, but they knew the response was being recorded. The experiment took about 4 x 10 minutes. Subjects were oï ¬â‚¬ered a break at three times during the experiment, and were free to determine the duration of the break. Results One subject was excluded from our analyses because he had a remarkably high error rate (18% overall, but 30% on − operator). Because we required for our analyses of priming that both the prime and the target are correct, half of the data for this subject was unusable. For the remaining subjects, the error rate varied from 1.7% to 9.5% overall, with a mean of 6.8%. For the − operator alone, the error rate varied from 2.0% to 17.6%, with a mean of 10.9%. Since these error rates are rather high, we have looked into possible causes of these errors. For 62.8% of errors, the response given was actually a correct response, but for the wrong operator. Subjects never saw the operator and the letter at the same time, and this appears to have caused  many errors. For another 15.5% of errors, no response was given within 2 seconds. Whether this is because the subject wasn’t fast enough to type the answer, or because he forgot the operator and decided not the respond, we don’t know. For 12.5% of errors, the response was two letters away from the presented letter, instead of just one. For the remaining errors, either the presented letter was repeated as the response, or a response was given that had so little to do with the question that we assume it was a typing mistake. Items with reaction times of less than 0.3 seconds or more than 10 seconds have been ï ¬ ltered out.  We have analysed reaction times per item for all items (including ï ¬ llers), without looking at priming yet. Figure 2 shows the reaction time (averaged over all subjects) for each letter. The solid line represents the forward task, while the dashed line represents the backward task. Letter position 1 represents A+ and B−, while position 25 represents Y + and Z−. This alignment best shows the correspondence of peak and valleys between the two tasks. Figure 3 shows 2 graphs of individual subjects. These ï ¬ gures illustrate the large 7 Figure 2: Reaction times per letter Figure 3: Reaction times per letter, individual subjects np+ 1749 ms p− 1772 ms np− 1832 ms p+ 1833 ms Table 2: Average RT per condition  individual diï ¬â‚¬erences between subjects. Our averaged ï ¬ gure looks less smooth than the Scharroo et al. (1994a) graph that we reproduced in ï ¬ gure 1, but Scharroo et al. used more subjects (40). We think our averaged ï ¬ gure is consistest with the eï ¬â‚¬ects described in literature, especially with respect to the pattern of peaks and valleys and the congruence between the forward and backward tasks. The individual diï ¬â‚¬erences we ï ¬ nd are not out of line with Scharroo et al. (1994a), who used Dutch subjects as we did. We cannot compare with Klahr et al. (1983) because they did not show individual results. To analyse the eï ¬â‚¬ect of priming, we looked at the reaction time of the target letter as a function of the condition. The (intersubject) average per condition is shown in Table 2. Note that p− < np−, but also that p+ > np+, which does not match any of the (partial) rank orderings predicted earlier. The direction of the previous operator eï ¬â‚¬ect, with p− < np−, but p+ > np+, is not consistent. The diï ¬â‚¬erences are not signiï ¬ cant, however. If the diï ¬â‚¬erences were signiï ¬ cant, they would indicate an interaction between previous operator and priming, that causes priming to be slower than non-priming for the + operator. We used the statistical package R to create a linear mixed eï ¬â‚¬ect model of the data. The variable to be explained was the logarithm of the reaction time. The dependent variables were: †¢ The sequence number of the item in the experiment. This lets us model the learning that occurs during the experiment. †¢ The position of the letter in the alphabet, encoded as a factor. †¢ Priming: true in the p+ and p− conditions. †¢ The operator of the previous letter. †¢ All two-way interactions between priming, previous operator, and sequence number. †¢ The subject. For every subject, a distinct error stratum was used. We then stepped through the possible simpliï ¬ cations of this model to ï ¬ nd the  model with the lowest AIC value. This model contains the dependent variables sequence number, letter position, previous operator, and an interaction between previous operator and sequence number. As expected, there was a negative correlation between sequence number and reaction time, indicating a learning eï ¬â‚¬ect during the experiment. The interaction between previous operator and sequence number means that there is more learning when the previous operator is − than when it is +. An ANOVA-analysis of this model showed that sequence number, letter position, and the interaction between previous operator and sequence were all highly signiï ¬ cant at the p < 0.001 level. The previous operator alone was not signiï ¬ cant, however (p = 0.3254). Our computer model does not include priming: priming does not help explain the reaction times better. Discussion We have not been able to ï ¬ nd a signiï ¬ cant eï ¬â‚¬ect of priming. However, the conclusion that there is no priming is not warranted. The eï ¬â‚¬ect of the previous operator is not signiï ¬ cant either, even though it is included in the model with the best AIC-value, and an interaction with this eï ¬â‚¬ect is signiï ¬ cant. Because of the pattern of peaks and valleys across the alphabet, it was necessary to treat the letter position as a factor, instead of as a continuous variable. This means that the data is modelled per letter, per condition, per subject, which requires a very large data set. We think that further research with a larger subject pool is useful. Such further research should also review the item design, to prevent correlations between priming and other possible factors as much as possible. Our experiment has shown that using a computer keyboard as input device gives results comparable to using a voice key. This means experiments can be  conducted with standard computer hardware. We think it is prudent for future research using this alphabetic retrieval task, even if priming is not its object, to control for possible priming and for the previous operator. References [1] David Klahr, William G. Chase, and Eugene A. Lovelace (1983) Structure and Process in Alphabetic Retrieval. Journal of Experimental Psychology, 9 (3), 462-477. [2] Jackie Scharroo, Emanuel Leeuwenberg, Peep F. M. Stalmeier, and Piet G. Vos (1994) Alphabetic Search: Comment on Klahr, Chase, and Lovelace (1983). Journal of Experimental Psychology, 20 (1), 236-244. [3] David Klahr (1994) Plausible Models of Alphabetic Search: Reply to Scharroo, Leeuwenberg, Stalmeier, and Vos (1994). Journal of Experimental Psychology, 20 (1), 245-249. [4] Jackie Scharroo (1994) Modeling Alphabetic Retrieval: Rejoinder to Klahr (1994). Journal of Experimental Psychology, 20 (2), 492-495.

The Demand for Slavery

â€Å"Keeping in mind Gregory O'Malley's article, â€Å"Beyond the Middle Passage: Slave Migration from the Caribbean to North America, 1619-1807,† as well as materials from the lectures, describe the contribution of African-Americans, whether slave or free, to the composition of the population of the United States by 1790. How important does O'Malley believe that second voyages, from Caribbean islands to the mainland, were in creating the African American population of the colonies on the North American continent that became the United States? How and why do O'Malleys estimates differ from those of other historians?What implications may his findings have for how Africans were absorbed into mainland society? † The New Demand for Slavery By the year 1790, slave trade became the dominant source of labor in the English colonies, and the Caribbean. The bound labor made it to America in two different routes, and often determined their worth, but they never became more than a minority. The slave trade provided a substantial growth in the Colonies, now allowing the whites to have workers that could complete the hard tasks, undesired by traditional colonial people.The bound Africans were thought to be essential labor, hich made the slave trade take off, and the importation numbers to rise. Therefore these areas, with an excessive deal of hard work, often felt that the bound labor was essential for economic growth and the United States population began to increase as the bound labor became favored. African forced labor contributed to the population of the inland Colonies and the Caribbean, but made a different effect in each area, as stated in the lecture.As the rising need for laborers increased, so did the number of bound labor. Where the labor first began to peak, was in the Caribbean. The weather was blistering, due to he tropical climate. This made disease prevalent in place like the West Indies, which made the Europeans avoid the hard effort needed. The Europeans also avoided the work in the West Indies when they found out the work was undesirable, very laborious, and by the time they reached freedom, they would not be able to afford land on the islands.Due to this, they had to satisfy the need for workers by finding involuntary people to complete the task. The number of slaves began to rise in the southern colonies, as soon they began to recognize that tobacco production was cheaper and more productive than sugar lantations. Natural reproduction tremendously drove the slave populace up, but also did the demand for workers on the tobacco fields. O'Malley stated in the first census, taken in 1790, that one in five people came from African origins.Today, in the twenty-first century, nearly twelve percent of the American population was made up of slaves. The shipping records indicate the number of slaves that came directly to America, but not the exact population of slaves in the Colonies. Slaves were favored straight from Africa, because they thought the forced labors coming from the Therefore, many slaves were unaccounted for, because that seemed irrelevant to the fact that they needed workers fast, to support the economic growth, and fulfill the hard work being set forth.The trips from the Caribbean were still significant, but varied under certain rule. Under the Spanish rule, slaves from the Caribbean were favored, but under the French rule, slaves were favored straight from Africa. O'Malley states that the slave population can be different than what other historians consider, because the ships from the Caribbean often admitted to having more slaves aboard them then they ctually wrote down on the records. This could supply many more slaves to the Colonies that were unaccounted for, which could have helped drive the population.O'Malley implicated that many more Africans could have been shipped than what accounted for. Thus, it shows how the people often thought of the slaves more as a piece of luggage, ra ther than a real, living, breathing human being. The bound laborers were forcibly taken from their home, and put on a land they knew nothing about. The slaves were forced to work in the hot conditions of Caribbean, or even on plantations of the southern colonies. The distribution of the ound labor varied across areas that needed the workers, but could also afford them.The exact number of persons with African decent cannot be told, because many were not recorded on overstocked ships, and many voyages were not tracked, especially from the Caribbean. Discrimination played a major role in their everyday life, where they were treated like a piece of property, rather than a human being. After the harsh treatment, the bound laborers finally were labeled free at the end of the Civil War, but this was only a beginning of their struggle to be treated like an individual of the United States of America.

A life of the Senses Research Paper Example | Topics and Well Written Essays - 1500 words

A life of the Senses - Research Paper Example This research will begin with the statement that throughout history, technology has had indelible impact on the lives of the people and through it; several changes in the way we do things have been realized. For instance, communication has been made possible such that we are able to communicate to those in far-flung areas without necessarily transiting to those places. Away from communication, technology has also enable us to produce goods in a more efficient and faster rate than before, with the increase in the world population, there is high demand for the products, without technology, it would be difficult to satisfy the requirement of the all people without an efficient mechanism through which production can be hastened. It is also important to note that technology has also enabled us acquire knowledge with ease, for instance, the use of Google enables us to get information at the click of the button. These are the benefits that technology as brought to our doorsteps to make life bearable and possible for us, to enable us run errands with ease and communicate issues in a timely manner. Notwithstanding, whereas there are technological advancement that has made our lives easier, there are also some bad effect that technology has brought to us, it is not that advantageous per se. For instance, in his book A life of the Senses, Richard Louv categorically proposed that Google is making us not enjoy nature in the sense that it has created a culture that do not appreciate the value of reading. Most of the people today cannot sustain reading hard copy academic materials for just one hour. This is attributed to the technological advancement that has brought Google, through this mode of getting information, it has been realized that the culture of reading has been fading with time and most of the people no longer considers reading books to be a way of sourcing information. In this doing, to find student reading hard copy materials has become rare, as most of the yout hs prefer technology to enable them get information in a click of a button. The natural reading environment has been pushed to the periphery and no more book are there to read (Goodbody 66). In the contemporary United States, young people have been so engraved in the technology that they have been deflected from getting in touch with nature. The technological advancements experienced in the US are rapidly depriving the young people from enjoying the provision of nature since most of the things they are doing are technology based. There is a strong fear that teenagers in the United States soon will be completely be disconnected from nature if they continue to rely on technology as they do today. In this paper, I have examined the different ways in which technology is affecting the extent through which young people should enjoy nature (Negrotti 43). Overreliance on technological provisions is making the young people to miss associating with nature and there is need that they balance t heir relation between nature and technology. Young people in the US have been deprived nature in the following ways through their skewed interest in the technology used. Using technology, most of the natural things have been enabled in the technology through animations, young people then use this animated or simulated programs to satisfy their quest for the natural system. The use of technology has thus made the youths to lose a lot of natural real time experience of the world by engaging in technology. Take for example tourism, before the onset of technology, there was need for tourism activities where people would go out to have fun in the natural environment, to appreciate the diversity of flora and fauna but with the onset of technology, young people have grown lazier and have no time to visit even parks to see wild animals. Instead, they opt for the movie series to enjoy the natural world as captured and availed in the movies. There are several computer games that has made it p ossible for the young people

Nottingham City of Booze Essay Example | Topics and Well Written Essays - 2250 words

Nottingham City of Booze - Essay Example The various aspects of Nottingham as one of the major cities in UK are reviewed in this paper. Emphasis is given on the city’s culture and heritage as they affect the city’s image as an important tourist destination. It is proved that Nottingham, as a city, has many potentials for the further growth, especially due to its council’s efforts to control important social problems, such as binge drinking, but also due to the efforts of the British government to support the growth of all cities across Britain so that they will be able to respond to the demands of the 2012 Olympics. Exploring culture and the city The performance of cities in terms of culture is judged using various criteria; usually, the range and the variety of cultural events organized across a city are used for evaluating the cultural growth of the city since its establishment (Ashworth and Tunbridge 2000). In Nottingham, culture has a key role in social life. In this context, an Institute of Cultura l Analysis has been established in the Nottingham Trent University. The above institute aims to highlight that in the current century, the daily life of people is influenced by new trends, such as ‘globalization, the conflict between cultural identities and the interaction between media and economy’ (Nottingham Trent University 2012). ... Residents and visitors can visit the ‘Museum of Nottingham Life at Brewhouse Yard’ (Nottingham City 2012, Figure 1), which offers valuable information on the daily life of the city’s residents in the 17th century. In fact, museums and galleries are highly promoted in Nottingham, aiming to show the development of the city’s culture and ethics through the centuries. The city council also emphasizes on the importance of information for understanding not only the city’s history or its prospects in the future but also the role of sciences in the development of daily human activities. For this reason, a wide network of libraries, about 17, has been developed across Nottingham for supporting the research needs of citizens, professionals or academics. Open spaces in Nottingham are also highly valued; these spaces are offered for walk or for outdoor sport activities, which are supported by the city’s council (Nottingham City 2012). The most important c haracteristic of Nottingham as a centre of culture seems to be its emphasis on festival and other cultural events; these events, which are indicatively presented in the section that follow, have highly contributed in the improvement of the city’s image as a popular tourist destination. Festivals and tourism Festivals are often used for improving the position of a city or a region as a tourist destination (Seal 2011). In Nottingham, a series of cultural events has been arranged for celebrating the 2012 Olympics; these events cover the period from March to December 2012 and incorporate a wide range of activities, such as displays in the city’s Central Library for highlighting the

Fair Play Essay Example | Topics and Well Written Essays - 500 words

Fair Play - Essay Example 3. There was nothing wrong with Ward providing a letter of introduction if he was genuine and had interests of the organization at heart. However, the problem only arose when he sent an introduction letter on behalf of a friend. This indicates a conflict of interest where it can be seen that he wants to provide some favors to his friend. This is likely to compromise the integrity of the whole committee. Ward should not represent personal interests but should act in a professional and impartial way. The criteria for selection should be based on experience and integrity of the company not background information characterized by personal ties. 4. The CEO’s friend did nothing improper in this case. As long as they have the requisite experience to perform the task, they are also entitled to be considered for selection besides the fact that they know the CEO. As long as the principles of fairness and impartiality are taken into consideration, there is nothing wrong with the CEO’s friend being considered for the job. 5. The Ethics Oversight Committee did not operate effectively in as far as their mandate was concerned. They acted in solidarity while at the same time blocking investigations that would have unearthed certain unethical practices taking place within the committee. The committee’s major role is to ensure that ethical practices are upheld every time not to take a leading role in concealing some of the ethical practices taking place within the organization. 6. The ethics committee is not doing a great job in trying to balance the ethical breaches and the interests of the organization. By virtue of refusing to take part in the meeting that has been meant to resolve some of the issues that had emerged, it can be seen that the committee is not fully serving its purpose. This only created interests among other stakeholders since they believe that the

Wedding.com Case Analysis Essay Example | Topics and Well Written Essays - 500 words

Wedding.com Case Analysis - Essay Example There are four major aspects that Jessica needs to re-evaluate in website design and market strategy: Effective Website layout; SWOT analysis; brand creation; and effective marketing with focus on Porter’s 4Ps. The wedding website needs to be vibrant and colourful so that it sends the message of great romance. While interactive and e-commerce features should be intrinsic part of the website, Jessica needs to incorporate more pictures of the happy couples in the honeymoon destinations to attract prospective brides and grooms. Honeymoon packages at discounted price should become one of the important features of the website. It should also cater to various other requirements of the couple as well as for those who need to get wedding gifts. The website needs to showcase the products and services to attract the future customers and meet their individual demand through customised features of the interactive website. Jessica needs to research the details regarding the strength, weaknesses, opportunities and threats that the wedding events come across and then incorporate them into her website. The brand creation has been another successful strategy that would bring in committed customers. ‘Brand building is needed because products are the same’ (Kotler, 2005). Market strategies try to promote their goods and services by creating brands that guarantees the customers of getting high quality goods and services at a price that a customer is willing to pay for. Today the concept of market has changed so much so that instead of customer going to the ‘product’, the product ‘comes’ to the customer. In other words, virtual markets have facilitated the availability of the product much easier with the concept of ‘home delivery’ becoming a reality. Though the localized market still has scope but the unlimited potential of the internet market must be tapped in order to remain afloat in the fast

Child Pornography, an International Perspective Essay

Child Pornography, an International Perspective - Essay Example This paper further denotes that the development of technology, especially in video and computer technology has accelerated the growth of child pornography. In defining the term child pornography, this paper denotes that different countries have their own criteria of defining it. A contributing factor to the disparities in the definition of Child pornography is the standards set for defining a child. For instance, UNCRC defines a child as an individual aged 18 years and below. The paper has managed to give the definition of child pornography as the reproduction of a sexually explicit image of a child. It also distinguishes child erotica, from child pornography. It defines child erotica as materials that aid in child pornography, such as toys, sexually implicit manuals, and children clothing’s. This paper identifies boys and girls, irrespective of their ages as the victims of child pornography. According to this paper, a large percentage of children exploited through child porno graphy are male. Most of these children are poor and disabled, making them vulnerable to the exploitations. People who exploit children in a sexual manner come from the larger community, and influential members of the society are included. Most of these people are pedophiles, and they are always heterosexual. They are always attracted to any aspects of child pornography, from their production, to consumption. This problem is accelerated by the emergence of technology, especially in video technology, computers, and the internet. Computer system has made it possible for pedophiles to hunt their victims through social sites such as inter relay chat. This paper identifies countries where child pornography flourished, and it identifies countries such as Japan, United States of America, Holland, and Sweden as the main centers of the production of child pornographic materials. It denotes that tourism also played a major role in enhancing child pornography, and this is with the emergence of sex tourism. Most victims of sex tourism were found in third world countries such as Thailand. According to this paper, there are various uses of child pornography, and they are; I. To sexually arouse and gratify the offender. II. To justify and validate the pornographic behavior. III. To sexually seduce the child. IV. To preserve the child age of sexual preference. V. To blackmail the child in order to keep him or her quiet on the sexual experiences he or she has passed through. VI. For business purposes. VII. As a method of building trust with other sexual offenders. VIII. In order to gain access to other pornographic markets. On this basis therefore, child pornography contributes to a large extent to the exploitation and molestation of children. However, the paper denotes that this statement can be debated further. Child pornography can affect a child in two ways, namely through exposure to the pornography itself, and through filming of the child. Child pornography, affects the behavior of children in regard to their sexual believes, violence and force. They portray emotional withdrawal, anxiety and fear, and mood swings. These children are also at risk of becoming pedophiles, and sexual perpetrators at their adult hood. Because of these negative impacts of child porno

Tesla Motors and the use of IT technology in their business for Research Paper

Tesla Motors and the use of IT technology in their business for customer convenience - Research Paper Example Tesla also uses innovative distribution models i.e. company owned service centers and sales. This technology utilized by Tesla enables it to maintain high levels of customer experience and also improved from customer feedback loops so as to ensure the needs of its customers are fulfilled. This therefore provides the company with a competitive advantage over other traditional vehicle manufacturers. In wherever industry, an affective customer service and convenience is key for success. This is important since it helps companies retain its current customer and also attract more customers. Therefore, the key to improved customer experience and service is the use of intelligent systems. These systems offer a two – way method of exchanging information between the customers and the companies so as to complete the feedback loop. The idea behind integration of intelligent systems is to provide an enabling competitive advantage over competitors through full engagement of customers hence a high level customer service that ensure future loyalty. To accomplish this, Tesla Motors, Inc. has leverage embedded devices which are connected to intelligent systems which allows the company to differentiate their offerings, attract and retain customers. Tesla Motors, Inc. operates retail outlets and service centers across North America. Intelligent hardware and software are used in these retail outlets and service centers to provide a customized digital signage that is based on knowledge of the preferences of the customer hence provide the customer with suggestions based on their past purchases, service received and test-drives taken. These intelligent systems look up for a customer’s shopping patterns, their preferences, past service interactions, their recent purchases and orders made in a backend Customer Relationship Management (CRM) system. This CRM systems

Globalization in the Cultural Area Assignment Example | Topics and Well Written Essays - 250 words

Globalization in the Cultural Area - Assignment Example The picture makes one face from a quarter of four faces each. The four faces belong to people from different cultures, ethnicities, races, and genders. The four people can be guessed to belong to some Arab country, some African country, some Asian country, and some European country. The picture is diverse on many levels, and not just culture or ethnicity. For example, one of the two bottom faces is of some supposedly uneducated, illiterate, and poor African man whereas the other face can be of a British man in armed forces. The picture shows how, in the present age, people from different cultures have joined together to fulfill each other’s needs. The unification of the four faces reflects a common and shared focus of the different cultures. The fact that one face forms from four different faces is suggestive of the fact that different cultures reinforce each other and combine to form the contemporary

PROJECT 1 Essay Example | Topics and Well Written Essays - 2500 words - 1

PROJECT 1 - Essay Example Commercial culture tends to create compromises that affect education in a negative manner. There is an increase in the level of secrecy that concerns research. The reason is that the corporate world tends to give sponsorship to study. The secrecy creates room for profits. The author argues that entrepreneurial learning tends to be a success in the short term. However, the institutions that have a chief focus on the academic values tend to emerge as the success, in the long run. The systems also tend to attain public trust that is a basis of the ability to overcome basic lucrative ventures. As a result, despite the desire to earn profits, the academic excellence is the independent variable for any educational institution. Any other experiments raise the level that results in the collision of interests. For instance, most entrepreneurial systems have difficulties in allocating funds for research in the different study fields. The case may lead to collapse of such establishments, in the long run. The publication focuses on the negative impact of commercializing education. The book outlines the shift in focus from viewing students as typical consumers whole school has the opinion of a commodity. The tutors in the class have a view of being service providers rather than being guides to the entire training process. The author points out that commercialization of education are dependent on globalization. The other aspect that causes commercialization is the rise of sound technology. The issue of unemployment and the gap between the well-off in the economy and those who do not have also acts as a creator of commercial education. Commercialization of education has made the real aspect of learning to change. The schools tend to employ hard terms of the students in a bid to win new customers. The students, on the other hand, learn with a view to passing the exam instead of gaining new knowledge. In other words, education is the acquisition of

The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson Essay Example for Free

The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson Essay The Strange Case of Dr Jekyll and Mr Hyde was written by Robert Louis Stevenson in 1886. Stevenson spent his childhood years in Edinburgh, growing up with his father, Thomas Stevenson. His father was a very respectable and successful man (like Jekyll). His son, however, had a much less respectable, more rebellious streak to him (like Hyde). He challenges traditional Victorian society by expressing his belief that everyone had an evil side to them. Stevenson had a very religious background, so he grew up very aware that evil has the power to destroy, if given a chance (as it was by Jekyll). The book includes many contrasts between good and evil, such as the difference between the areas mentioned in the novella, the difference between Hydes front door and Jekylls front door, and simple quotes used such as If he shall be Mr Hyde, I shall be Mr Seek. The novella is set in Victorian London, specifically in Cavendish Square and Soho. Cavendish Square is the western section of London, a very much respectable area, renowned for its wealthy residents (like Dr Lanyon). Soho, however, was known for its poor housing, cheap restaurants and dubious pleasures, defiantly not an area any reputable gentleman would wish to be seen in. These areas are so close to each other, yet worlds apart. This suggests that even when youre surrounded by goodness, evil is lurking nearby. This clear contrast also becomes evident in the appearance of Jekyll and Hydes front doors. Jekylls door is in good condition and carries a great air of wealth and comfort about it. Hydes door, however is blistered and distained, equipped with neither a bell nor a knocker. The front of Jekylls house looks very appealing and has a butler, however his back door has a decaying faà ¯Ã‚ ¿Ã‚ ½ade and an air of negligence about it. The connection between the buildings corresponds to the difference of personas they represent. The buildings are adjoined, yet appear completely different depending on which side you look at it. This is a clear representation of Jekyll and Hydes relationship because the casual observer would not detect that the two opposing buildings are part of a whole. Hydes evil nature is clearly shown in his physical appearance. He is described as repulsively ugly and deformed, small, shrunken and hairy. He has a displeasing smile and is portrayed as downright detestable. The fact that he is small could suggest that Jekylls evil side has been repressed for many years; therefore it hasnt been given the chance to grow. Everybody who sees Hyde describes hi as ugly and deformed, yet they cant identify exactly why. An impression of deformity without any malformation. There are no words that describe him, he is completely inhuman. Hydes visage is describes as Satans signature on a face. This is a strong link to the devil, which expresses the extent of his evilness. On the contrary, Dr Jekyll was a large, well made, smooth faced man of fifty. He was a well-respected gentleman, as suggested by his title, Dr. In the Carew Muder Case the mystery deepens with the first fog of the season. In London at this time people used coal fired for heat and the smoke produced fog, which could last for months. For here it would be dark like the back-end of evening suggests to the reader that Mr Uttersons fate will darken with the weather. Stevenson uses this simile as an example of pathetic fallacy to represent evil. He also uses dreary words such as haggard, muddy and dismal, to give the scene a sense of mystery and weariness. In The Last Night, Stevenson describes the setting as a wild, cold, seasonable night. This suggests that Utterson and Pooles night will be wild and eventful, yet cold and bleak. He uses personification such as the wind make talking difficult and flecked the blood into the face to create an atmosphere and frighten the reader. Stevensons use of pathetic fallacy throughout the novella gives us a clear impression of exactly how he wants his characters and setting to appear to the reader. For example, Jekyll is only seen in the daytime, which suggests a sense of goodness and purity, where as Hyde only appears at nighttime when it is dark, which symbolizes evil. Edward Hyde fully expresses his evil nature at two main points in the novella: the trampling of a young girl and the vicious murder of an elderly politician. One black winder morning Hyde ran into a girl of about 8 or 10 and trampled calmly over the childs body and left her screaming. Nearly a year later, he was carrying a heavy rake and all of a sudden he broke out in a great flame of anger. An old gentleman (Sir Danvers Carew), stepped back in shock, which caused Hyde to club him to the earth with ape like fury and then trample him to death. Both of these random monstrous attacks were on completely innocent people who did absolutely nothing to deserve it. This proves Hydes lack of any sense of morality and shows the full extent of his evilness. Hydes attack of Sir Danvers Carew was an obvious, literal attack on the upper class, however Stevenson includes many subtle hints in the novella, which challenges Victorian society at that time. For example, the Victorian upper class society was very repressed and they never expressed any feelings or emotions. The men were all meant to be respectable, wealthy gentleman, however the fact they are associated with Soho suggests that maybe they are not so respectable, considering the number of brothels in Soho. The men in the novella are very much concerned with social class, as seen when Mr Enfield says we would make his name stick from one end of London to the other. Dr Jekyll himself was supposed to be a well-known, respectable doctor, however he had a dark, evil side to him yearning to come out in the body of Mr Hyde. Stevenson believed that Victorian Society at the time had a dual nature of both good and evil. The novella contains all the typical elements of gothic literature, for example, hideous supernatural creatures, wild scientific experiments and good vs. evil. It is not written in chronological order, mainly due to the use of multiple narratives of Mr Utterson, Dr Lanyon and Dr Jekyll. This means the story is constantly moving backward and forwards in time, using multiple narrative forms (such as letters). Stevensons overall message is conveying that everyone has a bit of evil in their nature, but it only comes out if we let it. Mr Hyde became so dominant over Dr Jekyll that he started to morph into him unconsciously in his sleep. This made the goodness in Jekyll become weaker, and Mr Hydes evilness become stronger. He admits this in his letter where he says, That I was slowly losing hold of my original and better self, and becoming slowly incorporated in my second and worse. We learn from the novella that we need to control ourselves and resist temptations, because if we dont fight them, they could take over.

Developing and Interesting Interview

Developing and Interesting Interview Journalism and Society (9303) Discussion questions for the week two tutorials For Peter Clarke’s chapter on interviewing from Australian Journalism Today, the questions are: What is it, according to Clarke, that makes the set piece interview of a public figure (often a politician) so dull and arid today? Clarke (2012) relays the manner in which O’Brien asks a question and states that it is difficult to perceive exactly what is being asked due to the wording, also known as ‘the hollow dance’. It has all the surface attributes of an authentic process of inquiry and revelation but, upon analysis, it’s clear that very little information flows from the verbal content of the interview to the waiting minds of the viewing citizens. They have slim pickings in the form of generalised platitudes. The political interview between Gillard and O’Brien seems so ‘frozen’ on both sides that it is almost useless. By asking such embellished questions with a lot of room for interpretation (use of metaphors, etc.) it has allowed Gillard, who is already media trained, to give a carefully crafted response which she can use to her a dvantage. In other words, the journalist has put the interviewee in a position of power which is not advised (Clarke, 2012, pp. 57-76). What are the main ways that interviewers can overcome this problem? Describe at least two of them as discussed in the chapter. Clarke (2012) explains that Carleton’s question is kicked off with a metaphor, but the image it conjured went swiftly to the nub of the event that had recently occurred and by implication, the intense emotions and fracturing of Labor traditions surrounding that event (Clarke, 2012, p. 59). Interviewers can consider the ratio of words they are using to question their subjects versus the amount of words being used to answer their questions. To achieve a more balanced interview transaction the interviewer could alter their technique, if necessary, to improve the outcomes of an interview. Additionally, interviewers can ask short, carefully crafted questions with a stronger interrogative thrust and fewer ‘distractions’ for the wary interviewee to seize upon if avoidance is their main intention – in the style of Leigh Sales (Clarke, 2012, p. 59). By keeping it simple and not asking double or triple barrelled questions, you are making it more difficult for the interviewee to stray from the answer you seek. Can you think of an interview you have seen or read or heard recently that you thought was effective and interesting? Describe what it was that made it effective and interesting for you. Recently I watched an interview between Andrew Denton and Hugh Jackman on Enough Rope. It was interesting because Jackman is notoriously difficult to interview, since he has been interviewed many times throughout his career. Understandably, it would become a bit monotonous. However, Denton managed to seduce the actor with his charm and casual interview technique. The interview escalated from conversational to confessional and Jackman recounted the moment he wet his pants on stage. Denton’s technique was clearly effective, as he extracted personal and somewhat embarrassing details from his interviewee (Denton, 2004). Discussion questions for the week six tutorials For the chapter from Australian Journalism Today about covering traumatic events, the questions are: The chapter discusses the damage that can be caused by careless or indifferent coverage of traumatic events. What specifically is Kimina Lyall talking about? Lyall speaks of common practices that can aggravate powerlessness, such as camping outside a survivor’s home despite being asked to leave, or even filming a potential interview subject declining a request for an interview (Lyall, 2012, p. 35). Teichroeb (2009) states that he thinks it’s insulting to a victim to go in and take their story and leave and put it in the newspaper without having that relationship – without them being able to say this is OK and this is not (as cited in Lyall, 2012, p. 36). The author also says to avoid the temptation to slot storylines into a series of pre-constructed narratives, such as the hero story or the constructed villain. This type of unthinking, formulaic reporting only serves to frustrate and compound survivor’s grief as well as reinforce the community perception ( as cited in Lyall, 2012, p. 36). Lyall (2012) mentions that journalists can be tempted into taking short cuts that dispense with basic techniques, including checking facts and verifying events with other people present (Lyall, 2012, p. 37). What is post-traumatic stress disorder and to what extent does it affect journalists? Post-traumatic stress disorder (PTSD) is a psychiatric disorder that can affect someone who has witnessed a traumatic event, for example, through military service, surviving a natural disaster, or covering a school shooting. Some individuals will have stress reactions that do not pass with time and their symptoms can worsen. Individuals who suffer from PTSD often recall the experience through nightmares and flashbacks, have trouble sleeping, and feel isolated or estranged, and these symptoms can be extreme enough to significantly impact the person’s daily life. It can affect journalists by making them ‘psychologically homeless’ along with preventing them from returning to work because it is so severe (Lyall, 2012, p. 30). What are the main components of self-care for journalists? Lyall (2012) suggests creating a ‘buffer’ between the work experience and the home experience by taking time out alone at the end of the assignment, through to exercise or immersion in family life outside of the working day (Lyall, 2012, p. 38). The first step is recognising the risks. Journalists should expect the possibility of experiencing strong feelings themselves, and recognise this is not a sign of professional weakness but a normal human reaction. Essential resilience advice includes getting enough food, water, sleep and exercise – and reducing the reliance on alcohol – during a distressing assignment. During the assignment, intense emotions should be expected, acknowledged and, if possible, shared honestly with colleagues either at the scene or in the newsroom. Journalists should not be afraid to seek professional help if symptoms persist (Lyall, 2012, p. 38). Reference List Clarke, P. (2012). The interview: a hollow dance looking for new moves? In M. Ricketson (Eds.), Australian Journalism Today (pp. 57-77). South Yarra, Australia: Palgrave Macmillan. Denton, A. (Presenter). (2004, May 10). Interview with Hugh Jackman [Television broadcast]. In Enough Rope with Andrew Denton. Sydney, Australia: ABC. Lyall, K. (2012). Covering traumatic events without traumatising yourself or others. In M. Ricketson (Eds.), Australian Journalism Today (pp. 28-44). South Yarra, Australia: Palgrave Macmillan. Name: Leanne DuckStudent ID: u3065597