English Language Requirements for International Students

English Language Requirements for International Students Academic English Requirements: University-Level Preparation Programs  for International Students Introduction The issue of English language standards and the academic preparation programs of international students who must meet them has become an increasingly complex and controversial topic in education today. This paper will explore this issue in depth, focusing on the specific needs of foreign students at University level. It will do this by exploring the current literature and theories that dominate the field, including Computer-Assisted Language Learning, or CALL. Then it will discuss issues pertinent to planning and developing an effective language preparation program to address those needs Current literature and theories A number of theories are currently competing to dominate the field today. Among these are several entry level issues. Most professionals agree that some sort of preparatory training is absolutely necessary for first year University students of non-English speaking background (NESB). However, the agreement stops there, as they seem unable to decide on which of these programs is best. One of these programs is focused primarily on teaching students only those English language concepts that are essential for them to be successful in attaining their academic degrees. Called English for Academic Purposes (EAP), this plan, as the name suggests, zeroes in on those skills that best ensure academic success. Academic success here is defined solely by completion of a degree. This raises issues of its true long-term worth as a sustainable skill (Pathways 2004, 2). Other plans include English for Specific Purposes (ESP), which focuses on teaching students those aspects of English that will be most relevant their specialised professional projects. Alternate pathways to University level education are another option; this approach focuses on integrating relevant skills learned outside the academic setting in such a way that the student is given academic credit for them. A methodology similar to this is described by Sandra Elbaum in Grammar in Context: Learning a language through meaningful themes and practicing it in a contextualized setting promote both linguistic and cognitive development (Elbaum 2005, xv). The Sheltered Instruction Observation Protocol Model, also called the SIOP Model, focuses on what the authors refer to as sheltered instruction. It is an approach that can extend the time students have for getting language support services while giving them a jump-start on the content subjects they will need for graduation (Echevarria et al. 2004, 10). Computer-Assisted Language Learning Computer Assisted Language Learning (CALL) was first used to assist in foreign language teaching in the 1960s. This was only at University level; it has since grown to include earlier grade levels as well. It has made drastic strides in development since its introduction (Warschauer Healey 1998, 58). CALL is described by Warschauer as having three primary functions: behaviouristic, communicative, and integrative. The first of these, the Behaviouristic, is the simplest model. In this mode, the computer functions primarily as a means of providing the learner with the appropriate educational materials. Essentially, this means that the computer functions in a tutorial capacity. The second mode is called the Communicative mode. It is much more interactive and allows the learner a greater degree of choice and control in the methodology and level of study. Some examples of this mode include word processing functions, spelling and grammar checkers, and stimulating games such as Sim City (Davies 2005, par. 3; Warschauer Healey 1998, 67). The Integrative phase, the final and most recent, is also the most complicated and the most rewarding of the three. It offers a far greater degree of sophistication. It does this by combining both multimedia and internet technologies to offer a wide range of control to learners and teachers. Communication can be synchronous or asynchronous, eliminating scheduling conflicts as well as time zone differences. This also helps students to pace themselves according to their own learning needs. Finally, geographic distance ceases to be a barrier, allowing individuals to expand their social horizons as they exchange ideas with other members of the global community (Davies 2005). Thus, the Integrative aspect of CALL offers such a wide range of options and challenges for second-language learners. However, the Integrative phase does invite criticism, particularly regarding foreign-language acquisition. For example, it can be said that language is basically a social activity. As such, the concept of truly learning one without face-to-face contact may seem prohibitive to some. It can also be argued that Integrative communication tends to isolate rather than draw people together, making the concept of global community seem more unattainable than ever. Proposal for Course Layout In order to plan an effective preparatory course for international students at this level of study, facilitators must be aware of the variety of material available for improving students language skill, not just one or two texts. The variety and options offered by University-level textbooks and accompanying tools seem endless. Although the standard grammar-based traditional approach still forms the core of many methodologies, few programs base their programs on a single methodology. Dana Ferris stresses the need to develop a comprehensive error-treatment plan that directly addresses key issues regarding linguistic ability in composition and writing (Ferris 2002, 105). According to Ferris, teachers need to realize that differences in students levels of L2 proficiency will affect both the number and type of errors that they make as well as their ability to process particular types of feedback (Ferris 2002, 56). It is also vitally important to know the needs of the students in the class. This is a point that cannot be stressed enough: to effectively plan the class, instructors need to know the basic makeup of individual classes rather than design a curriculum that is based on theoretical conjecture. Use of multimedia and similar resources can greatly facilitate this process. Another aspect to consider in designing a course is that fact that approaches to studying are different in different countries. For example, in the UK and most other English-speaking countries, students are expected to be very independent. International students should be made aware of the different levels of expectation, as well as strategies for learning to adjust and thrive in this environment. This theory is a key part of the theory of Lowes et al. in their guide for international students. Lowes and his partners are lecturers who have had several years experience teaching students at University in the UK. They include specific, real-life examples of the experiences they have had with students from different cultures and countries to demonstrate the relevance of their point. Conclusion It is clear that the issue of academic preparation programs for international students is complex and controversial. The trend today seems to be leaning heavily towards computer-assisted methodologies, which offer flexibility, convenience, and control for both students and instructors. There also seems to be an increasing awareness that general English-language courses need to be tailored to fit the specific needs of the students who take them, thus enabling them to concentrate on their primary courses of study. By designing a preparatory course that considers the actual levels and the specific needs of international students, the lessons will address relevant issues—issues that will enable students to focus on their primary programme of study to successfully complete their degrees. Reference List Ascher, A.. 2004. Think About Editing: An ESL Guide for The Harbrace Handbooks. Boston, MA: Thomson. Davies, G. 2005. Computer Assisted Language Learning: Where are we now and where are we going? Accessed September 5, 2005. URL: http://www.nestafuturelab.org/viewpoint/learn23.htm. Echevarria, J., Vogt, M., and Short, D. 2004. Making Content Comprehensible for English Learners: The SIOP Model. 2nd ed. London: Pearson Education. Ediger, A. and Pavlik, C. 1999. Reading Connections: Skills and Strategies for Purposeful Reading. Oxford, England: Oxford University Press. Elbaum, S. 2005. Grammar in Context. 4th ed. Boston, MA: Thomson Heinle. Ferris, D. 2002. Treatment of Error in Second Language Student Writing. Ann Arbor, MI: University of Michigan Press. Lowes, R., Peters, H., and Turner, M. 2004. The International Students Guide: Studying English at University. London: Sage Publications Ltd. Pathways to University Level Education. 2004. Survey sponsored by Tertiary Sector Special Interest Group (TESOLANZ). Collated by Tricia Hewlett. Accessed September 5, 2005. URL: http://www.tesolanz.org.nz/Pathways Survey.doc Warschauer, M., Healey, D. 1998. Computers and language learning: An overview. Language Teaching, 31, 57–71.

Welfare Reform - Welfare Recipients MUST take Personal Responsibility E

Welfare Reform - Welfare Recipients MUST take Personal Responsibility   Ã‚  Ã‚  Ã‚  Ã‚  Public Welfare is an important support system of the United States government. Welfare has its benefits, but the system has pitfalls. Instead of abolishing welfare as critics of the system suggest, reforms can be made to correct the problems while government, either on the state or federal level, can continue to assist the impoverished.   Ã‚  Ã‚  Ã‚  Ã‚  The term welfare is used to describe a variety of programs that provide income support and create a safety net for poor individuals and families. Such benefits include Supplemental Security Income, Medicaid, food stamps, housing allowances, and Aid to Families with Dependent Children. Aid To Families With Dependent Children (AFDC) enables states to provide cash payments to children that are deprived of the care or support of a parent. In terms of welfare reform, this is the program most often discussed.   Ã‚  Ã‚  Ã‚  Ã‚  The media has created many myths regarding welfare and the reasons the system should be done away with. Stating that the majority of new welfare recipients are poor, single mothers, claims have been made that poor women have more children because of the incentives of welfare benefits. It has been proven that is no correlation between women's choice to have children and welfare benefit levels. Furthermore, for each additional child, a mother can expect an additional $90 of AFDC benefits, far too low to serve as any type of incentive. In addition, those states that provide higher benefits do not necessarily show higher birth rates among their welfare recipients. Families receiving AFDC benefits have 1.9 children, just about the same as the national average. (ACLU 1)   Ã‚  Ã‚  Ã‚  Ã‚  Another myth created by the media concerns the amount of money spent and the results. It has been said that after spending billions of dollars since the mid-1960's on anti-poverty programs, there have been little or no results. To begin with, spending on AFDC between 1964 and 1994 was only $500 billion, less than 1.5% of federal spending for that period. Further, there have been results. Between 1964 and 1973, the poverty rate fell from 19% to 11%. It is true that since 1973, poverty has increased. This is due to economic forces such as declining real wages, rather than a failure of the system itself.   Ã‚  Ã‚  Ã‚  Ã‚  A third myth regarding welfare concer... ...People must be held responsible for their actions: economic and moral failures are not society's fault. As Speaker of the House Gingrich said, "We are re-establishing work as an American tradition." (US News & World Report 12)   Ã‚  Ã‚  Ã‚  Ã‚  The welfare system is an important aspect of American society. It assists the impoverished individuals and families of our nation. It helps support the unemployed during their time of need. The welfare system must remain to help people get back on their feet, as it was designed. However, it must be reformed so that dependence on government aid is avoided. Works Cited American Civil Liberties Union: The Civil Liberties Issues of Welfare Reform.  New York: The American Civil Liberties Union, 1995. â€Å"Five Media Myths About Welfare.† Extra 1-3. Hoehn, Richard. Blueprint for Social Justice: Let's Get Real About Welfare.  New Orleans: Twornery Center for Peace Through Justice, 1995. Kaus, Mickey. â€Å"The Revival of Liberalism.† New York Times. 9 August 1996: A27 â€Å"Say You Want A Revolution.† US News and World Report. 9 Oct 1995: 11-14 Schiller, Bradley, â€Å"Why Welfare is Still So Hard To Reform.† Challenge November-December 1995: 16-19

Champion Equality, Diversity and Inclusion

I promote equality and diversity and inclusions, through our policies and procedures in the delivery of services. In my role I will be seen to promote individuals equality of opportunity, individual rights and choice, their privacy, individuality, independence, dignity and respect. I promote empowerment, equality of care, confidentiality and the wishes and needs of the people that use the service.The way in which we show diversity and accept other individuals differences can be shown in the following†¦ Complaints procedure (readily available), Consultation/participation individuals have the right and are encouraged to actively participate in consultations regarding changes to service policies and procedures, Individuals care plans are regularly updated by myself and other relevant staff to take into account any changes to the individuals health, needs and wishes. Maintaining confidentiality (storing care plans safely in a locked cabinet), Person centred care plans (individuals r ights and choices stated within their care plan).Offering choices (choices of male or female carer, choice of activities, meals and drinks). An informed choice means that a person fully understands all the arguments before making a choice. It is a choice that is based on a full understanding of the consequences of all available options. Promoting independence, encouraging active support and empowerment of individuals. All service users are allowed to practice their religious beliefs. Respecting individual’s privacy, knocking on doors before entering etc†¦ Work place policies readily available to all and information readily available and various formats appropriate to each individual’s needs.Inclusion, equality opportunity and anti-discrimination are central principles in social care. All care needs are planned on the basis that so individuals may need additional support to overcome the barriers they face. Barriers are those things that prevent or make access to a service more difficult for certain groups and individuals. The barriers faced depend on each workplace and environment within you work, these barriers could include the following†¦ Age, Gender or gender, Disability (physical or sensory impairment), Faith, Ethnic origin, Sexual orientation, Communication (literacy and language).Other barriers may include: Structural, such as buildings not designed for wheelchairs. Cultural barriers can prevent, for example, consideration of spiritual, relation or dietary needs that do not confirm with traditional expectations. For example it took 3 days to organize halal food. Personal barriers, for example where healthcare staff hold individual prejudices that influence their practice. These actions may be conscious, but as we have discussed, they can often be unconscious. Attitude barriers are not as easy to identify as physical barriers, but they can feel every bit as real to those who are exposed to them.Some vulnerable and disadvantaged ind ividuals need more support to ensure their voice is heard and they are able to have power in the decision making process. This is where groups such as ADVOCACY and YOUR VOICE COUNTS play a large role in the lives of adults with disabilities. Remember that everyone is an individual. People do not always like to be categorised in a particular equalities group. And individuals within equalities groups will have vastly different experiences, views and opinions. The legislation relating to equality, diversity and inclusion, stems both from UK government and European Union.It offers protection from discrimination on grounds of age, disability, gender, race and ethnic origin, religious faith or belief and sexual orientation. The legislation has implications on all workplaces, in terms of employment practice and in terms of the services provided. Compliance with the legislation must be embedded in your Equality, Diversity and Inclusion policies. You need to adopt a very broad based approach to ensure that all relevant legislative requirements are addressed and take full responsibility for actions in your role of responsibility.In my role I am sometimes responsible for ensuring ongoing appropriate staff development and training to support all staff in promoting inclusion and meeting legislation requirements. In addition, meeting with staff to give appropriate updates on relevant events and legislation and to discuss appropriate issues. Health and social care providers are obliged to incorporate legislation relating to equality, diversity and discrimination into their policies and procedures. Workplace procedures dictate best practice regarding how work activities must be carried out, and they must be followed.Anything else would contravene the law, and be breaching an individual’s rights. Some of the legislations which may impact on area of responsibility could include: The health and social care act 2008. This act established the care quality commission (CQC), whose remit is to protect and promote the right of people using health and social care services in UK to quality care and to regulate its provisions. CQC took over the roles of healthcare commission, commission for social care inspection and the mental health act commission in March 2009.This prompted government to bring into force THE EQUALITY ACT which brought different types of discrimination within one piece of legislation. It provides understandable, practical guidance for employers, service providers and public bodies to ensure that right to fair treatment are promoted for everyone. Equality act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and wider society. The act replaced previous anti-discrimination laws with single act to make the law simpler and to remove inconsistencies.This makes law easier for people to understand and comply with. The act also strengthened protection in some situations. The act covers nine protecte d characteristics, which cannot be used as a reason to treat people unfairly. Every person has one or more of the protected characteristics, so the act protects everyone against unfair treatment. They protected characteristics are the following; Age, Disability, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion or belief, Sex, Sexual orientation.The equality act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. The act prohibits unfair treatment in the workplace, when providing goods, facilities and services, when exercising public functions, in the disposal and management of premises, in education and by association (such as private clubs). The MENTAL CAPACITY ACT is designed to protect people who can’t make a decision for themselves or lack the mental capacity to do so.This act is something that i refer to daily in my everyday work at pgb. CODES OF PRACTICE. In England and Wales, the general social care council (GSCC) is responsible for ensuring that standards within social care sector are of the highest quality. It has developed codes of practice for all care workers that include information on how to protect and promote the rights of individuals using the service. The codes of practice provide a guide to the best practice and set out standards of conduct that workers are expected to meet.

A Quiz About Misplaced Modifiers

A Quiz About Misplaced Modifiers A Quiz About Misplaced Modifiers A Quiz About Misplaced Modifiers By Mark Nichol Modifying phrases intended to provide clarity can be counterproductive if placed in the wrong position in a sentence. Repair the improper installation of modifiers in the following sentences, then compare your solutions with my revisions at the bottom of the page: 1. â€Å"Joseph Priestley began to suspect that air was not a simple substance while he was at Leeds.† 2. â€Å"It was under these conditions that Protestantism was introduced to Europe, a branch of Christianity that declared public festivities sinful and vulgar and convinced large numbers of people that their lives should be spent on disciplined labor and worship.† 3. â€Å"He had accumulated millions of dollars there that couldn’t be taken out of the country according to rules established after the war ended.† 4. â€Å"I already had a number of books and comics under my belt I had drawn with my brother.† 5. â€Å"A list of states with the highest past-year rates of driving while under the influence of alcohol among adults ages 18 or older follow.† Answers and Explanations 1. As organized, this sentence implies that the scientist limited his doubts about air’s composition to the time he spent in Leeds, rather than stating that his suspicion began during his time there. To clarify the sentence, move the modifying phrase to the head of the sentence, and, for good measure, change the tense of the second verb, because air’s substantive nature has not changed since Priestley’s lifetime: â€Å"While he was at Leeds, Joseph Priestley began to suspect that air is not a simple substance.† 2. Because Europe is the noun immediately preceding the gloss, a reader might assume that the gloss defines Europe, rather than Protestantism, the correct subject of the definition. To eliminate that ambiguity, move the reference to the continent to the end of the sentence so that the definition is a mid-sentence parenthetical: â€Å"It was under these conditions that Protestantism, a branch of Christianity that declared public festivities sinful and vulgar and convinced large numbers of people that their lives should be spent on disciplined labor and worship, was introduced to Europe.† 3. This sentence is not egregiously incorrect, but the phrase beginning with according seems to modify country. It would be easier to read and the most essential information would effectively be reserved for the end of the sentence with the phrase inserted as a parenthetical: â€Å"He had accumulated millions of dollars there that, according to rules established after the war ended, couldn’t be taken out of the country.† 4. As constructed, this sentence implies that the writer and his brother had collaborated on drawing a belt, under which a number of books and comics were kept. The phrase â€Å"under my belt† should be shifted closer to the head of the sentence: â€Å"I already had under my belt a number of books and comics I had drawn with my brother.† 5. This painfully contracted sentence needs to be relaxed. The impetus to avoid a weak â€Å"to be† form of a verb is admirable, but it is awkward for that verb to be located at the very end, after a confusingly extensive subject. It would be better to immediately state the location of the list, then uncoil the tightly wound phrase identifying the subject of the list: â€Å"The following is a list of states with the highest rates of adults ages 18 or older who drove within the last year while under the influence of alcohol.† This is a rare instance in which the modifying phrase (in this case, the subject of the list) is more effectively placed at the end of the sentence, rather than inserted somewhere in its midst. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Redundant Phrases to Avoid40 Synonyms for â€Å"Different†Especially vs. Specially

How To Run A Successful Blog That Will Boost Your Following

How To Run A Successful Blog That Will Boost Your Following There are a few blogs on the Internet. A few of them have instructions on how to do content marketing and blogging the right way. And by a few, I mean millions. As a content marketer, you’re overloaded with information. Even if it’s helpful information, you can’t process all of it. Research has shown that when youre  faced with an information overload, the viewer tends to glaze over and not see the actual information. You  instead look for patterns. This is why zebras value their stripes and paint horses value their splotches- it’s hard for the predator to discern the individual animal behind the pattern of the vast herd. That’s fine for herbivores who want to live to see another day, but what about for us bloggers? What if you picked out the pattern that all blog headers should be blue  because you noticed a plethora of blue header graphics and can’t really remember anything else? Sometimes you need a distillery. (No, I do not mean you need to go get a drink). In this post, we will boil down to the very basics of blogging. Well enforce three core blogging concepts and will show you how to run a successful blog. Let’s forget hedging our bets so you can get a clear picture instead of a blurry pattern. 1. Write The Blog Post Fact:  You have to write blog posts if you’re going to blog. Real-world Realization:  Writing is hard work. It’s not shovel-ready work, it’s not elbow grease, but it’s work that strains your brain. Writing successful blog posts means you’re facing several decisions about what and how you will create the copy. While there’s truly no wrong approach to how you'll resolve these decisions when you are sincerely trying to do your best, this post is all about distillation. Let’s reduce all of those legitimate options and cut down to the bare bones of blogging. What should my blog posts be about? (Ideation.) Your post should be about one specific thing, and then three things related to that one thing. In other words, it’s about the idea of core content and peripheral content. If you blog about baking, that is your core. You’ll spend most of the time writing about the recipes and things you bake. Three related topics to that core content might be talking about handy kitchen tools, ingredient reviews, and new cookbooks. Your post  should be about something you love and believe in. If either of those  are lacking, writing will not be enjoyable work; it will be dreaded drudgery. What should my specific post be about? (Focus.) Your blog post should be specifically  focused, not generally. You are not writing about every kitchen mixer, but a specific kitchen mixer. You are not writing about everything you can do with email marketing, but about a specific email marketing technique. You might have lost specific focus if: You have more than three level two headings. Your post is much longer than you planned. You are having trouble writing a conclusion or call to action (we’ll talk about that next). Your introduction or thesis statement doesn’t make sense with what is in the body of the post. How long should my blog post be? (Depth.) Everyone has their own opinion, and there are many different right answers to the question of blog post length. But let me give you one to start from: 1,000 words (give or take a hundred). In those 1,000 words, your blog post should contain: An introduction:  You will tell your reader what you’re about to say in the blog post introduction. An argument:  This is the main body of your post, where you present information to the reader. That information should have: At least three links to your own content. At least one link to scholarly or research-based content. At least one link to quality outside content. A conclusion:  You will tell your reader what you just said. A call to action:  You will give the reader something to do with a call to action. What should my blog post look like? (Appearance.) Your blog post should have: A great headline:  about six to eight words long. The most exciting words come at the beginning of the headline. Three  level two headings: If it has a third level of subheading, try to have a few for each level two heading. At least one pull quote or tweetable quote:  This helps with blog promotion, which we talk about next. Here is an example: Aim for having at least one tweetable quote in your blog post. #blogging #SocialMediaGive your reader lots of white space by keeping your paragraphs to no more than three sentences each. Having headings, lists, and white space is all about people being able to scan your blog. How many images should I have in my post? (Appearance.) You must have at least one image. That image should: Be a â€Å"hero† image (strong enough to stand on its own outside of the context of your post). Have either your URL or your Twitter handle on the image. This is in case your image is orphaned via Google image searches or image social networks like Pinterest. Be sized to fit the majority of social networks. Using a tool  like Canva  can really help you out. Dig Deeper:  If you want to set yourself up with a mini course in foundational blog writing techniques, here are my favorite posts on the matter and methods I use myself: Write Better Blog Posts With Just 4 Quick Edits The 10-Minute, 10-Step Solution For The Best Blog Outline How To Write A Blog Post When You Don’t Want To How To Defeat Writer’s Block How To Write A Blog Post: Your 5-Point Checklist To Rock A Perfect Post How To Blog With As Little As Possible 4 Simple Brainstorming Techniques That Will Help You Write Killer Content 4-Step System For Writing A Great Blog Post, Even If You Have Writers Block 2. Promote The Blog Post Stupid question:  If a tree falls in a forest, and no one is around to hear, does it make a noise? More useful question:  If a tree falls in a forest, and no one is around to hear, does anyone care? Coming up with a content marketing promotion strategy is easily forgotten about for anyone who is more focused on creating blog content, abhorrent of self-promotion, or simply too distracted with the joys of writing to bother letting anyone know that there’s also publishing going on. Who do I tell I wrote a blog post? (Audience.) You tell people you know are interested and any you think might be interested. Recommended Reading from Neil Patel: The 6 Types Of Social Media Content That Will Give You The Greatest Value The people you know are interested are those who: Signed up for your email. Followed you on social media. Commented on your blog. Shared your link somewhere. Email you. The people who might be interested are those who: Do the previous list, but on another blog that is similar to yours. You already know this. It’s easy to forget there are five obvious audiences (and one possible audience) who want to hear from you. Sometimes it's easy to spend too much time building a promotion plan that is email or social media heavy. For every blog post you publish, alert each of these known/potential audiences. How do I tell them? (Relationship.) Telling people you created new blog content is a lot less awful if you’re not a jerk about it.

A brief proposal outlining your course research paper Article

A brief proposal outlining your course research paper - Article Example ay Traffic Safety Administration, Centers for Disease Control & Prevention, etc., NHSDA and HCA, research writers Ralph Hingson, et al., of the Boston University School of Public Health, Boston University School of Public Health, Center to Prevent Alcohol Problems Among Young People, Boston, Massachusetts conducted a wide ranging series of research studies on student drinking. Their studies, interalia, shall underpin the culmination of the final research paper for your submission. (Hingson, et al. 2005). (a) Population: During the year 1999, of the 14,138 full-time students selected in unbiased manner in 128 4-year colleges and universities, 6220 (44%) reported at least one heavy drinking episode in the previous year, similar to the 1993 studies. (b) Incidence: About one fourth (23%) frequently drank in this manner (3 or more times in the past 2 weeks), up from 20% in 1993. Similarly, the National Monitoring the Future study reported 40% of 1440 full-time 2- and 4-year college students surveyed in 1999, consumed five or more drinks, on a single occasion, at least once in the previous 2 weeks, a larger percentile than founding peer groups, a greater proportion than found among same-age noncollege peers (35%) and high school seniors (31%). (Hingson, et al. 2005). (c) Significance: It is seen that, taking 1998-2001 years, in the aftermath of the studies, the US Population aged 18-24 increased by 7%, whereas, the death occurring due to accidents, under the influence of alcohol, increased by 11%. Again, US student population in age group 18–24 increased 3%, but the number of alcohol-related traffic deaths among 18–24-year-old students increased 8%. Thus, it is believed that 5% increase in rate of alcohol-related traffic deaths from 14.4 to 15.2 per 100,000 college students [RR = 1.05 (95% CI 0.98, 1.14)] reached but could quite achieved statistical significance. (Hingson, et al). It needs to consider the indirect effects of drinking, like drug consumption,

Emotional Intelligence Essay Example | Topics and Well Written Essays - 1250 words - 1

Emotional Intelligence - Essay Example coined the phrase â€Å"emotional intelligence† which they defined as being a type of social intelligence that included the ability to monitor their own feelings and those of people around them. This awareness would allow the individual to use that information to modify their own behavior and speech patterns to greatly increase their chances of successful communication. However the concept of emotional intelligence has been traced back to Edward Thorndike and his work Law of effect research (1911). The key element of Thorndike’s (1911) theory was the idea that in cases where responses are made to a situation, if the consequence of those responses was a positive experience (bringing pleasure) then it was more likely for those responses to be evident again in future similar situations. Conversely those situations that bring about a negative consequence (pain) were not likely to result in recurring responses for future events. Thereby Thorndike offered a positive and negative law of effect. This was the first time that such a theory had been proposed and supported by experimental evidence. His later work on animal intelligence made constant reference to this same theory. For example he noted that in his experiment of a cat in a box that â€Å"gradually all the other non-successful impulses will be stamped out and the particular impulse leading to the successful act will be stamped in by the resulting pleasure†¦Ã¢â‚¬  (1898, p.13). He made similar observations about confined chickens. What he was looking for, or appeared to have identified was a connectionist theory that could explain the mechanism behind reinforcer action. This was an idea that was explored by later researchers such as Hull (1943) and more notably Skinner’s work on reinforcement. Skinner’s (1938) work on reinforcement did address a noted criticism of Thorndike’s work: namely circularity and affect. Thorndike’s aim was to find the underlying mechanism for certain actions – namely