im not good at english Essays

im not good at english Essays im not good at english Essay im not good at english Essay Samuel Merrill Woodbridge (1819-1905) was an American clergyman, theologian, author, and college professor. A graduate of New York University and the New Brunswick Theological Seminary, Woodbridge served several congregations in New York and New Jersey for sixteen years as a minister in the Reformed Church in America. His was the eleventh generation in a large family of English and American clergymen dating back to the late fifteenth century. After accepting a pastoral call in New Brunswick, New Jersey, he was appointed professor of ecclesiastical history and church government at the New Brunswick Theological Seminary, where he taught for 4 years. He also taught for seven years as professor of metaphysics and philosophy of the human mind at Rutgers College (now Rutgers, The State University of New Jersey). Woodbridge later led the New Brunswick seminary as Dean and President of the Faculty from 1883 to 1901 †both positions were equivalent to a seminary president. He was the author of three books and several published sermons and addresses covering various aspects of Christian faith, theology, church history and gov Samuel Merrill Woodbridge was born 5 April 1819 in Greenfield, Massachusetts. He was the third of six children born to the Rev. Sylvester Woodbridge, D. D. (1790- 1863) and Elizabeth Gould (died in 1851). [1][2]:p. 140 According to a genealogical chart published in Munseys Magazine in 1907, Woodbridge was in the eleventh generation of a family of clergymen dating back to the late 1 5th century. 3][4] The earliest clergyman in this ancestral line, the Rev. John Woodbridge (born in 1493), was a follower of John Woodbridge attended New York University, receiving a Bachelor of Arts (A. B. ) degree in 1838. [1] As an undergraduate student, Woodbridge was a member of the universitys secretive, all-male Eucleian Society and was elected o Phi Beta Kappa. [l] He was awarded a Master of Arts (A. M. ) from the New Brunswick Theological Semina ry in 1841 and was installed as a minister by the Reformed Churchs Classis of New York, a governing body overseeing churches within the region. 3][5]:p. 4 At this time, his alma mater, New York University, promoted his bachelors degree to a Master of Arts. [l] After his graduation from seminary, he served as pastor to congregations in South Brooklyn (1841-49), at the Second Reformed Church in Coxsackie, New York (1849-52), and at the Second Reformed Church in New Brunswick, New Jersey In December 1857, Woodbridge as appointed to the faculty of two schools in New Brunswick, New Jersey. He would serve 44 years as a professor of ecclesiastical history and church government at New Brunswick Theological Seminary (from 1857 to 1901) and for seven years as a professor of Metaphysics and Philosophy of the Human Mind at Rutgers College (from 1857 to Both schools were then affiliated with the Protestant Dutch Reformed He was appointed by the Synod to a vacancy in both professorates caused by the death of the Rev. John Ludlow, D. D. (1793-1857), on 8 September 1857. [8]:p. 28 During his tenure at the seminary, Woodbridge also rovided instruction in the areas of pastoral, didactic and polemic theology†often when there were vacancies amongst the faculty. [8]:pp. 414-41 5[9] seminarys faculty, circa 1904 In 1883, the churchs General Synod decided that the oldest professor in service in the Theological Seminary at New Brunswick be styled Dean of the Seminary, and to him shall be entrusted the discipline of the Institution, according to such regulations as may be agreed upo n by the Faculty. [8]:p. 134 Woodbridge led the seminary as its first Dean of the Seminary, and subsequently as President of the Faculty until his retirement in 1901. Both positions were redecessors to the present seminary president. [10] During his career, Woodbridge received honorary degrees from Union College (D. D. 1858) and from Rutgers College (A. M. , 1841; D. D. , 1857; LL. D. He retired from teaching in 1901 as an emeritus professor, at the age of 82. [1] Woodbridge married twice. His first marriage was to Caroline Bergen (who died in 1861) in February 1845; the couple had one daughter, Caroline Woodbridge (born in 1845). On 20 December 1866 he married his second wife, Anna Wittaker Dayton (1823-1920), with whom he had two daughters, Anna Dayton Woodbridge (born in 1869) and Mary Elizabeth Woodbridge born in 1872). [1][2]:p. 192 Woodbridge died at the age of 86 on 23 June 1905 in New Brunswick, New Jersey. [l] He was interred in a family plot in the citys Elmwood Cemetery. 11] Church historian Charles Edward Corwin recorded that Woodbridge was described as having a strong personality that made dry subjects to glow with life, adding that he was very firm in the faith but his loving heart made him kindly even toward those whose opinion he considered dangerous. Samuel Merrill Woodbridge was born 5 April 1819 in Greenfield, Massachusetts. He was the third of six children born to the Rev. Sylvester Woodbridge, D. D. 1790-1863) and Elizabeth Gould (died in 1851). [1 ][2]:p. 40 According to a genealogical chart published in Munseys Magazine in 1907, Woodbridge was in the eleventh generation of a family of clergymen dating back to the late 15th century. [3][4] The earliest clergyman in this ancestral line, the Rev. John Woodbridge (born in 1493), was a follower of John Woodbridge attended New York University, receiving a Bachelor of Arts (A. B. ) degree in 1838. [1] As an undergraduate student, Woodbridge was a member of the universitys secretive, all-male Eucleian Society and was elected to Phi Beta Kappa. [l] He was awarded a Master of Arts (A. M. from the New Brunswick Theological Seminary in 1841 and was installed as a minister by the Reformed Churchs Classis of New York, a governing body overseeing churches within the region. [3][5]:p. 4 At this time, his alma mater, New York University, promoted his Protestant Dutch Reformed faith. [7][b] He was appointed by the Synod to a vacancy when there were vacancies amongst the 5[9] Emeritus professo r Woodbridge (seated, center, with white beard and robes) with the of clergymen dating back to the late 1 5th century. [3][4] The earliest clergyman in this even toward those whose opinion he considered dangerous.

Review of Accounting Ethics Research Paper Example | Topics and Well Written Essays - 1250 words

Review of Accounting Ethics - Research Paper Example Accounting ethics is a vast term and have a lot of minor details in it. Looking at just the basics, it can be defined as providing right financial details to the company and to its stake holders. Numbers are something which can be manipulated very easily for one’s own interest and that is where the rules and regulations are made to make sure that the accounting ethics are not breached at any level. Businesses make sure that each and every account is made and maintained in the right manner (Cohn, 2013). Accountants work in many different areas and fields. They are not focused on one particular subject but have to handle a lot of work at a single time. The accounting areas majorly include performing audits, making tax statements, making budgets and planning for the future, manage the ongoing accounts, consultancy and of course, preparing general accounts. Having so many things to handle, there is an opportunity for them to make frauds at each level or subjects they are working o n. The greed of making huge amount of money in no time makes them get onto the wrong track and that’s where the ethical issues start coming into action (Mele Carne, 2005). Although having all the right code of conduct, there are still some loopholes in the system which the accountants and the senior officials of the company identify and then use it for their own good. One of the biggest examples we can find in the history which was charged of the allegation of breach of accounting ethics is the Lehmon Brothers Inc. Lehmon Brothers was one of the giant companies and had a big name when it comes to the investment market of the United States of America and due to its unethical accounting methods it got bankrupt. The business of Lehmon Brothers can be described as borrowing money from the general public and then investing that money into different assets. They earned interest from their investment into the assets and then share the interest earned with the people they borrowed lo an from (Jeffers, 2011). Lehmon Brothers were considered a good company to invest in as they showed people their artificially made financial statements to the people. After they filed bankruptcy in 2008, the position of Lehmon Brothers came in front of the eyes of the people. We will now discuss about how they betrayed people by showing artificially made good financial statements. A report was made by Jeffers, Agatha E. in which all the details regarding Lehmon Brothers bankruptcy and how they did breach the accounting ethics was presented. Lehmon Brothers used a Repo 105 accounting policy to misguide their investors. Repo 105 policy suggests that when an asset is given out and cash is received, it should be recorded as sale of asset. Although in accounting methods, an asset is not considered and written as sale until it is completely transferred to the second party and is fully non-operational by the company. Lehmon Brothers accustomed to give assets as a guarantee to purchase loan s from the institutions abroad. They recorded this transaction as sale of assets and showed people that they have got rid of non worthy assets and have earned good money from that. In this way their balance sheet looked less leveraged as they have less unproductive assets and more cash. Secondly they used to pay off some liabilities with the

Employability Assignment Example | Topics and Well Written Essays - 1500 words

Employability - Assignment Example In the present scenario, there is no such situation where there is an elongated job for life. This means that it may not be possible for an individual to generate long-term contract with an organisation and in the meantime an organisation cannot expect an individual with loyalty and dedication towards the job. In the past scenario, there was a long-term commitment between an individual with an organisation. However, at the present time there is a chance for an employee to leave an organisation after a few months notice and may get appointed in the competing organisation (Senyucel, 2009). The commitment, motivation and job satisfaction of an employee are closely related which may result in increase in employee’s performance level. The trust, bond and commitment that were present between individuals and organisations have become weak in present scenario. The bond can be created by the human resource management itself by making inner investment within an organisation. Employees e xpect that their employers should consider them as one of the valuable assets of an organisation. Nowadays, employees expect the employers to invest on their training and development and for this organisations want the employees to be creative, flexible as well as productive (Senyucel, 2009). The psychological agreement between organisations and employees provides no benefit to employees because there is no enduring job security for them and organisations are continuously changing the conditions of employment. As there is huge competition, the employees are looking for better opportunities in order to develop their knowledge as well as skill. Organisations in present condition, at times hire an individual on a short-term basis. As a result, there is no employment assurance for an individual. The organisations are incapable of fulfilling the psychological contract as demanded by an employee due to various reasons. The training and development as required by an employee from an organi sation requires both time and resources for conducting such program. An organisation has less time to allocate the entire resources for the programs for employee. To fulfil this need, other employees need to be allocated in place of one who undergoes training program, but it seems to be quite difficult because hiring of new candidate for short-term is required and as a result more wages have to be paid to increased number of employees. Therefore, the psychological agreement seems to be unable to be fulfilled by an organisation (Senyucel, 2009). Change in the nature of work also has an impact on the older generation people. A few individuals prefer to leave the job due to physical activities whereas the others remain in the job. According to a report published by Richard W. Johnson, in the year 2006, employees faced various types of job demand. Only 7% of employees were interested in physical activities related work. Nonphysical works were in high demand among the individuals. 35% em ployees were employed in the job which requires high cognitive skill. Use of computer has become significant for performing the job. 18% of employees need relevant skills as well as knowledge and interpersonal skill has become vital for 34% of jobs. In present jobs, stress has become a common aspect. About 9% of employees are involved in stress related to conflict

Own Business Essay Example for Free

Own Business Essay If I were to start my own business, the first decision I would make would be in deciding what product or service my company would produce or provide. For example, do I have a greater interest in the area of production or service? In deciding this, I would research the market to determine if there was a need for the product or service I was considering. I would also conduct research to determine what area (s) would be some of the better areas to begin the type of business I plan on undertaking. Things I might consider would be the competition, noticeable need for my product or service in the area and even presenting the idea at a public meeting in the area while evaluating the response I receive. Another key type of decision would be determining the size of the business. Along with determining for example whether the business would be a small business, medium-size or large business, I would need to determine the staffing needs of the business. As Al Coke stated in the book, â€Å"Seven Steps to a Successful Business Plan,† â€Å"What are your short-term and long-term staffing requirements? What kinds of skills will be needed at each level, now and in the future? † (Coke, 2002). Along the same line, what types of employees will be needed for the positions. If my company is involved in technology, I would need to hire individuals with training and education in the technology field. Deciding upon which tools and equipment will be needed for the operation of the business I have chosen would be another key decision needed to be made. For example, if I were considering opening a restaurant, I would need to look into the prices, types and sizes of the various commercial cooking equiptment available. One could include the company’s vision and mission statements as key decisions when starting up a company. As stated in Mr. Coke’s own words, â€Å"You must have two stakes in the ground to build a story and a subsequent business plan: vision and mission. One creates passion and the other provides purpose (Coke, 2002, p. 111). There would be different financial decisions to be made. For example, how much will I need or can I afford for start-up costs? What are the long-term capital investment requirements? In writing all of the financial decisions down, a good question to ask would be, â€Å"Do the financial numbers make good business sense? † (Coke, 2002, p. 33) Although the items listed above would just be some of the key decisions I would make when considering starting a business, I would definitely include a written business plan. In the business plan I would include information like that which I have listed above along with statistical information and data that I would use throughout my business inception and into the future.

Hamlet - A Eulogy Essay -- essays research papers

Dearest friends, family and the people of Denmark. We gather here today to mourn the loss of the noble prince, loyal son and true friend, Prince Hamlet. But we are not here only to mourn, but to reminisce the times we have spent with him, both the good and the bad and to remember him as the person he was. Prince Hamlet did not live a very fortunate, on the contrary his final weeks were filled with a tragedy none of us should have to bear, but he lived his life to the full and I am sure that he has, in some way touched the lives of all of us here today. Hamlet passed away young, a mere 30 years of age, and I sincerely regret that I will never be able to see such a fine young man take command of the throne and restore nobility to the state of Denmark. He was the son of the great King Hamlet, one of the best kings this country has ever seen, and Queen Gertrude, our countries finest lady who has also now sadly passed away. I am sure that all of you here today looked up to Hamlet as a fine young prince, but I knew him as much more than that. To me he was the best friend a man could have, loyal, witty, and extremely trustworthy. I remember the days back when we studied together in Wittenberg, we spent a lot of time together and he was always there to support and help me. He was always cheerful but quiet and had a quick wit, which fascinated me. Hamlet delighted in â€Å"flashes of merriment that were wont to set the table in a roar.† His ability to read my mind always astounded me, al...

A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Why Do Egg Yolks Turn Green Cooking Chemistry

Have you ever had a hard boiled egg that had a green yolk or a yolk with a green to gray ring around it? Heres a look at the chemistry behind why this happens. The green ring forms when you overheat the egg, causing hydrogen and sulfur in the egg white to react and form hydrogen sulfide gas. The hydrogen sulfide reacts with iron in the egg yolk to form a grayish-green compound (ferrous sulfide or iron sulfide) where the white and yolk meet. While the color isnt particularly appetizing, its fine to eat. You can keep the yolk from turning green by only cooking the eggs long enough to harden them and then chilling the eggs as soon as they have finished cooking. One way to do this is by running cold water over the hot eggs as soon as the cooking time has elapsed. How to Hard Boil Eggs So They Wont Get a Green Yolk There are several ways to hard boil eggs so they wont have the gross gray-green ring, all based on avoiding overcooking the egg. Heres a simple, fool-proof method: Start with room temperature eggs. This doesnt affect the yolk as much, but it does help prevent cracking the egg shells during cooking. Leaving the eggs on the counter about 15 minutes before cooking them usually does the trick.Place the eggs in a pot or saucepan in a single layer. Choose a pot that is just large enough to hold the eggs. Dont stack the eggs!Add enough cold water to cover the eggs, plus an inch more.Cover the eggs and quickly bring them to a boil using medium-high heat. Dont slow-cook the eggs or youll risk overcooking them.Once the water boils, turn off the heat. Keep the eggs in the covered pot for 12 minutes for medium eggs or 15 minutes for large eggs.Run cold water over the eggs or place them in ice water. This cools the eggs quickly and stops the cooking process. High Altitude Instructions for Hard Boiled Eggs Cooking a hard boiled egg is a bit trickier at high altitude because the boiling point of water is a lower temperature. Youll need to cook the eggs a bit longer. Again, youll get the best results if the eggs are close to room temperature before you cook them.Place the eggs in a single layer in a pot and cover them with an inch of cold water.Cover the eggs and heat the pot until the water boils.Remove the pot from heat and let the eggs rest, covered, for 20 minutes.Cool the eggs in ice water to stop the cooking process. The green or gray of an egg yolk is usually an unintentional chemical reaction, but its also possible to change the color of an egg yolk on purpose. One way to control yolk color is to change the diet of the poultry. Another way is to inject a fat-soluble dye into the yolk.