Auditory Localization Essay -- Hearing Sound Perception Essays

Auditory Localization Auditory localization is the ability to recognize the location from which a sound is emanating (Goldstine, 2002). There are many practical reasons for studying auditory localization. For example, previous research states that visual cues are necessary in locating a particular sound (Culling, 2000). However, blind people do not have the luxury of sight to help them locate a sound. Therefore, the ability to locate sound based only on auditory ability is important. It is also important to study different auditory processes. For example, when studying a way for a blind person to maneuver through an environment, it is helpful to know that people can most accurately locate sounds that happen directly in front of them; sounds that are far off, to the side, or behind the head are the least likely to be properly located (Goldstein, 2002). Three coordinate systems are utilized when attempting to locate a specific sound. The azimuth coordinate determines if a sound is located to the left or the right of a listener. The elevation coordinate differentiates between sounds that are up or down relative to the listener. Finally, the distance coordinate determines how far away a sound is from the receiver (Goldstine, 2002). Different aspects of the coordinate systems are also essential to sound localization. For example, when identifying the azimuth in a sound, three acoustic cues are used: spectral cues, interaural time differences (ITD), and interaural level differences (ILD) (Lorenzi, Gatehouse, & Lever, 1999). When dealing with sound localizaton, spectral cues are teh distribution of frequencies reaching teh ear. Brungart and Durlach (1999) (as seen in Shinn-Cunning, Santarelli, & Kopco, 1999) believed that as the ... ...Psychology: Human Perception and Performance, 26 (6), 760-1769. Goldstein, E. (2002). Sensation and perception (Rev. ed.). Pacific Grove, CA: Wadsworth-Thomsom Learning. Lorenzi, C., Gatehouse, S., & Lever, C. (1999). Sound localization in noise in hearing impaired listeners. Journal of the Acoustical Society of America, 105 (6), 3454-3463. Lorenzi, C., Gatehouse, S., & Lever, C. (1999). Sound localization in noise in normal hearing listeners. Journal of the Acoustical Society of America, 105 (3), 1810-1820. McDonald, J., Teder-Salejarvi, W, & Hillyard, S. (2000). Involuntary orienting to sound improves visual perception. Nature, 407, 906-907. Shinn-Cunningham, B., Santarelli, S., & Kopco, N. (1999). Tori of Confusion: Binaural localization cues for sources within reach of the listener. Journal of the Acoustical Society of America, 107 (3), 1627-1636.

Metaphysics: Philosophy and Idealism Essay

Metaphysics is the branch of Philosophy that focuses on the nature of reality, including abstract concepts such as being and knowing. The term literally means ‘beyond the physical. ’ It attempts to find unity across the domains of experience and thought. There are five broad philosophical schools of thought that apply to education today and these general frameworks provide the base from which the various educational philosophies are derived. Idealism is the view that ideas or thoughts make up fundamental reality. Idealism is a label which covers a number of philosophical positions with quite different implications and tendencies, including: 1. Objective idealism asserts that the reality of experiencing combines and transcends the reality of the object experienced and that of the mind of the observer. 2 Objective idealists accept common sense realism but reject naturalism. In other words, objective idealists accept the view that material objects exist but reject the concept that the mind and spiritual values have emerged from material things. * Proponents include Thomas Hill Green, Josiah Royce, and Benedetto Croce. 2. Subjective Idealism describes a relationship between experience and the world in which objects are no more than collections or â€Å"bundles† of sense data in the perceiver. 2 Subjective idealists assert both metaphysical and epistemological idealism while denying that material objects exist independently of human perception and thus are opposed to both realism and naturalism. * Proponents include Berkeley, the Bishop of Cloyne. 3. Transcendental idealism is a doctrine that maintains that the mind shapes the world we perceive into the form of space-and-time. 2 Transcendental idealists are strong skeptics of a mind-independent world, asserting epistemological and not metaphysical idealism. * Proponents include founder, Immanuel Kant, Johann Gottlieb Fichte and Friedrich Schelling. 4. Absolute idealism is the view that in order for human reason to be able to know the world at all, there must be, in some sense, an identity of thought and being; otherwise, we would never have any means of access to the world, and we would have no certainty about any of our knowledge. 6 * Proponents include founder, G. W. F. Hegel. As well as several more minor variants or related concepts, including: 5. Epistemological Idealism asserts that minds perceive only their own ideas, and not external objects; therefore we cannot directly know things in themselves or things as they really are. The only thing we can ever have knowledge about is the world of phenomenal human experience which leaves no reason to suspect that reality mirrors our perceptions and thoughts. 6. Actual Idealism is a form of idealism that contrasted Transcendental Idealism and Absolute Idealism. This system saw thought as all-embracing, and claimed that no-one could actually leave their sphere of thinking, or exceed their own thought. 6 * Proponents include Giovanni Gentile. 7. Buddhist Idealism is the concept in that all existence is nothing but consciousness, and therefore there is nothing that lies outside of the mind. 8. Panpsychism holds that that all parts of matter involve mind or that the whole universe is an organism that possesses a mind. Therefore all objects of experience are also subjects. * Proponents include Gottfried Leibniz. 9. Practical Idealism is a political philosophy which holds it to be an ethical imperative to implement ideals of virtue or good. * Proponents include Mahatma Gandhi. Realism is the view that entities of a certain type have a reality that is completely ontologically independent of our conceptual schemes, linguistic practices, beliefs, etc. There are many different types and degrees of Realism, including: 1. Platonic Realism is the view that universals exist. A universal is a property of an object, which can exist in more than one place at the same time. * Proponents include founder Plato, who formed a solution to the problem of universals. 2. Moderate Realism is the view that there is no separate realm where universals exist, but that they are located in space and time wherever they happen to be manifest. * Conceptualism, initiated by Peter Abelard, is the doctrine that universals exist only within the mind and have no external or substantial reality. * Modern Conceptualism, as represented by Immanuel Kant, holds that universals have no connection with external things because they are exclusively produced by our a priori mental structures and functions. 7 * Proponents include Aristotle St. Thomas Aquinas, Jacques Maritain and Etienne Gilson. 3. Modal Realism is the view that possible worlds are just as real as the actual world we live in, and not just abstract possibilities. * Propounded by David Lewis. 4. Moral Realism is the meta-ethical view that there are objective moral values which are independent of our perception of them or our stance towards them. Therefore, moral judgments describe moral facts. 7 * Proponents include Plato and Immanuel Kant. There are many others disciplines which are related to Realism, including: 1. Transcendental Realism is the theory that implies individuals have a perfect understanding of the limitations of their own minds. 2. Organic Realism is the metaphysical philosophy in which subjective forms complement Plato’s Forms. The theory holds that change in not illusory or purely accidental to the substance, but rather the very cornerstone of reality or Being. * Propounded by Alfred North Whitehead. Ontology is traditionally listed as a part of the major branch of philosophy known as metaphysics, while being the philosophical study of the nature of being, existence, or reality, as well as their relations. Ontology deals with questions concerning what entities exist or can be said to exist, and how these entities can be grouped and subdivided according to similarities and differences. G. W. F. Hegel Wikipedia. com Wikipedia. com Georg Wilhelm Friedrich Hegel was a German philosopher as well as a major figure in German Idealism. His historicist and idealist account of reality revolutionized European philosophy and was an important precursor to Continental philosophy and Marxism. 19 Without eliminating either pole or reducing one to the other, he developed the concept that mind manifested itself in a set of contradictions and oppositions that it ultimately integrated and united. Hegel attempted to elaborate a comprehensive and systematic ontology from a logical starting point throughout his published writings, as well as in his lectures. In 1801 Hegel moved to Jena to join Schelling at the University of Jena, where Fichte had studied previously; although at that time, the prime of Jena idealism was over. In this same year, Hegel published his first philosophical work, The Difference between Fichte’s and Schelling’s System of Philosophy. He worked with Schelling closely and together they edited the Critical Journal of Philosophy. He wanted to develop a system of science in which he displayed in his writings. Phenomenology of Spirit was considered his project and one of his main works where he speaks of his thoughts on the evolution of consciousness from sense perception to absolute knowledge. He also believed that human cognition changes from one generation to the next; as well as the idea that our experiences are what make us who we are and we make our experiences ours. His thinking can be understood as a constructive development within the general tradition that includes Plato and Kant, as well as Plotinus and Gottfried Leibniz. A common trait that these thinkers share is that they regard freedom or self-determination both as real and as having important ontological implications, for soul or mind or divinity. His concern with Kantian topics such as morality and freedom, including their ontological implications, is omnipresent. He aimed to incorporate it within ‘true infinity’, ‘spirit’ and ‘ethical life’, rather than simply reject his dualism of freedom versus nature. He incorporated it in such as way he rendered Kantian’s duality as intelligible. He saw a relational unity as well as a metaphysical unity between Jesus and God the Father. Jesus is both divine and human, according to Hegel. He further attested that God not only died, but that a reversal had taken place, that is to say that God maintained himself in the process and the latter is only the death of death. He claimed God rose again to life and thus things are reversed. 19 Karl Marx Wikipedia. com Wikipedia. com Karl Marx was a German philosopher, economist, journalist, historian and revolutionary socialist. His ideas had a significant influence in the development of social science and the socialist movement. He wrote and published many works but the most important of all was the Communist Manifesto. Being born into a wealthy middle class family, he studied at the University of Bonn as well as the University of Berlin, where he became interested in the Young Hegelians philosophical ideas. After writing for a couple radical newspapers and being exiled to Brussels, he became a leading figure of the Communist League. Once he returned to Cologne, he founded his own newspaper. Even experiencing poverty, he continued writing and formulating his theories about the nature of society and how he believed that it could be improved. His theories about society, politics and economics are known as Marxism and these theories hold that all societies progress through a conflict between ownership class which controls production and a lower class which produces the labor for goods. His view of history, which came to be called historical materialism, certainly shows the influence of Hegel’s claim that one should view reality as well as history dialectically. However, Hegel had thought in idealist terms, putting ideas in the forefront, whereas Marx sought to rewrite dialectics in materialist terms, arguing for the primacy of matter over idea. Where Hegel saw the â€Å"spirit† as driving history, Marx saw this as an unnecessary mystification, obscuring the reality of humanity and its physical actions shaping the world. He wrote that Hegelianism stood the movement of reality on its head, and that one needed to set it upon its feet. 21 He believed that only large scale change in the economic system could bring about real change; he criticized utopian socialists by arguing that their favored small scale socialistic communities would be bound to marginalization and poverty. Engel’s book, The Condition of the Working Class in England in 1844, led Marx to conceive the modern working class as the most progressive force for revolution. In opposition to traditional theology, he believed that human beings had created God in their own image and that worshipping God diverted human beings from enjoying their own human powers. He explains that religion is a response to alienation in material life and that it can’t be removed until human material life is set free, resulting in the deterioration of religion. Epistemology is branch of philosophy concerned with the nature and limitations of knowledge. It addresses mainly the following questions: * What is knowledge? * How is knowledge acquired? * To what extent is it possible for a given subject or entity to be known? 13 Rene Descartes Wikipedia. com Wikipedia. com Dubbed the ‘Father of Modern Philosophy’, Rene Descartes was a French philosopher, mathematician, and writer who spent most of his adult life in the Dutch Republic. He is known for having made an important connection between geometry and algebra, thus allowing a solution for geometrical problems by way of algebraic equations. He is perhaps best known for the philosophical statement â€Å"Cogito ergo sum†, meaning I think, therefore I am. From 1604-1612 he attended Jesuit school, where he learned the standard scholastic, Aristotelian philosophy. In 1619 he embarked on his life’s work of rebuilding the whole universe because he believed everything he had learned was wrong. To do this he used what is known as his method of doubt. He meditated on various possible skeptical scenarios to help him doubt even things that seemed possibly true. First he considered that, when asleep and dreaming, everything seemed just as real and true as when he was awake. This led him to think that perhaps he is dreaming at that very moment, in which case he may not be really sitting in a chair but dreaming that he is sitting in a chair. Descartes, to make his doubting even more radical, considered the possibility that God is evil and has the aim of deceiving him as much as possible by placing fictitious sensory inputs directly into his conscious mind. This resulted in his famous statement: I think, therefore I am. His argument for the existence of God begins with the belief that ‘I have a concept of God, as perfect and infinite. This concept is clear and distinct; therefore an idea must have a cause-even an idea cannot appear from nowhere. A greater object can cause a lesser one but the reverse is impossible. Thus, my idea of God, which is supremely great, can only have been caused by just such a being. Thus God, as I conceive him, must exist. ’16 With his belief in the reliability of his senses restored, he was then able to acquire common-sense beliefs about material objects. He went on to build an elaborate system of mechanics, a theory of planetary motions, among many others. David Hume Oregon State. edu Oregon State. edu The most important philosopher ever to write in English and one of the most important figures in the history of Western philosophy and the Scottish Enlightenment was David Hume. He was also well-known in his own time as a philosopher, historian, economist, and essayist. Among the interesting features of Hume’s empiricist philosophy are a revolutionary view of causality, the problem of induction, and the distinction between fact and value. Hume advocates various forms of moderate or mitigated skepticism. He was a relentless critic of metaphysics and religion. 10 Hume was born in Edinburgh on April 26, 1711 and spent his childhood at Ninewells, the family’s modest estate near Berwickshire. His family thought he was suited for a career in the law, but he preferred reading classical authors and pursuing the goal of becoming a scholar and philosopher. He followed a rigorous program of reading and reflection for three years while pursuing this goal. Hume’s Problem of Causation has remained unsolved for two-hundred fifty years and this uncertainty has greatly prejudiced our belief in the possibility of metaphysics and the certainty of science, and has ultimately led to postmodernism. Hume explains that until we know what exists and the ‘necessary connections’ between these things that exist, it is impossible for humanity to have certainty of knowledge. This in return leads to the Problem of Induction, for if we do not know the a priori cause of events then we have no principles from which to logically deduce our conclusions. Then we are simply left observing that one event follows another and somehow they seem connected, yet we don’t know why or how; therefore we must depend upon induction to determine the laws of nature. This problem of induction can be demonstrated using his simple example of dropping a stone such that when I let go of the stone it falls to earth. And despite the amount of times this experiment is repeated does this inductively infer that the stone must fall the next time I let it go. He argued that it doesn’t, that it is simply a habit of thinking that it does and that it is quite possible that at some point in the future the stone will not fall. Hume stated, ‘The supposition that the future resembles the past, is not founded on arguments of any kind, but is derived entirely from habit. ’11 He believed that a priori ideas did not exist and that they are not innate but derived from experience of perceptions. He believed these perceptions could be divided into impressions and ideas. He believed that humans learned through impressions and if there are no impressions then there is no idea. He also believed that every person’s perceptions were his alone and different from other peoples. 17 For the argument for the existence of God, Hume began by laying down the principle that we can ascribe capacities to a God only if they are evident in the world. He believed humans have no reason to infer an almighty God from the world because the world is manifestly finite and imperfect and any argument from such is unwarranted. He claimed that the hypothesis of a God is useless; that there is no practical gain in positing such a being. 1. Oregon State. â€Å"Section III – Philosophical Perspectives in Education† Web. October 16, 2012. 2. Wikipedia. â€Å"Idealism† October 13, 2012. Web. October 16, 2012. 3. Wikipedia. â€Å"Objective Idealism† May 5, 2012. Web. October 16, 2012. 4. Wikipedia. â€Å"Transcendental Idealism† September 30, 2012. Web. October 16, 2012. 5. Wikipedia. â€Å"Neo-Platonism† October 6, 2012. Web. October 16, 2012. 6. The Basics of Philosophy. â€Å"Idealism† Web. October 16, 2012. 7. The Basics of Philosophy. â€Å"Realism† Web. October 16, 2012. 8. Wikipedia. â€Å"David Hume† October 12, 2012. Web. October 16, 2012. 9. Stanford Encyclopedia of Philosophy. â€Å"David Hume† May 15, 2009. Web. October 16, 2012. 10. Oregon State. â€Å"David Hume† Web. October 16, 2012. 11. On Truth & Reality. â€Å"Meta-physics: David Hume† Web. October 16, 2012. 12. Wikipedia. â€Å"Ontology† October 29, 2012. Web. October 30, 2012. 13. Wikipedia. â€Å"Epistemology† October 30, 2012. Web. October 30, 2012.

What Are the Causes of Domestic Violence Essays - 543 Words

Domestic violence involves men, women and children no matter what kind of relationship the person may be in whether heterosexual or homosexual. Domestic violence victims are both women and men, although most victims tend to be women. It does not matter what religion, social class or ethnic class the person may be from it affects everyone. Domestic violence is defined as one person using any means to control the other person (www.medicinenet.com). It can include emotional, psychological, physical or sexual abuse. Women are most of the time victims of abuse due to them being seen as second class citizens. They have been portrayed in pornographic videos, magazines and video games for years which are very degrading to women. Billions of†¦show more content†¦Stress in a relationship can lead to abuse. The bread winner in the family may feel stressed that he/she is unable to provide for the family. He may take this guilt and stress out on the spouse or the child in the form of yel ling or hitting. This is the reason that the rate of abuse is higher during the holidays. Another cause for abuse seems to be alcohol or drug abuse. The person that is addicted to drugs or alcohol may come home under the influence and beat, scream or sexually abuse the spouse or child. The abuser may not realize what he done while he was intoxicated then feel remorse when he is sober. Studies have found that abusive behaviors are learned through observation. If a child is abused as a child or has a father that abused the mother it is very likely he will be an abuser or in an abusive relationship as an adult (mchenrycountyturningpoint.org). Many women tend to stay in abusive relationships because they are either scared or believe that they deserve the treatment they are receiving. I know from personal experience that it is very difficult to leave an abusive relationship. The abuser tells you that you will never amount to anything or that you would be nothing without them and you start to believe them. My ex-husband would always tell me that I would never make it without him. He always threatened to take my children if I left. Abusers use this kind of threats to keep control over theShow MoreRelatedWhat Causes Victims Of Domestic Violence1257 Words   |  6 PagesWhat causes victims of domestic violence to stay? Every year in the United States, One in four women are victims of the domestic violence; however, this is only based on what has been reported to the department of justice (Stahly 2008). While men are also victims of domestic violence, women are more often the victims. Moreover, 90% of domestic violence is male initiated. In severe cases domestic violence ends with victims being murdered. 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The students deserve to be herd; this program willRead MoreDomestic Violence research proposal1573 Words   |  7 PagesAbstract The purpose of this study is to see whether or not domestic violence causes a damaging affect on children. The study will included criminal justice students in College and the age range will be between 18 and 23 years old. The method is qualitative and will be an interview. Introduction Domestic violence can be defines as a pattern of behavior in any relationship that is used to gain or maintain power and control over an intimate partner. Abuse

Marketing Strategies Of The Walt Disney Company - 1770 Words

Nicholas Pavick, Tucker Bentley , Giana Labanca Marketing Qiyu Zhang MK-240-05 October 29, 2014 I understand and will uphold the ideals of academic honesty as stated in the Honor Code.____________________ For Team Six’s Project, we have analyzed the marketing strategies of, The Walt Disney Company, using some concepts, models, and frameworks that we have learned in class. In this project/paper we have addressed in our power point presentation, the following issues: the product/service’s basic information, a description of the product/service’s marketing strategy, our own analysis of the firm’s marketing practices, and our recommendations to improve the effectiveness of marketing. To start, our group divided the workload evenly among our group members. We broke down company history competitors, core business, marketing strategies, marketing promotions, and marketing ethics into five equal parts, one for each member. 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Stop And Frisk By Stephen Colbert And Jessica Williams

Many times in the world authors observe things and want to help make a change. The â€Å"Stop and Frisk† program that was happening in 2013 in New York City was an event that caused uproar from many people, authors included. The program allowed police officers to stop and search an individual if the officer believed the individual was guilty of committing a crime. The problem with the program was that minorities were being targeted much more than white individuals. In 2013, a judge made a ruling on the program. The judge ruled that â€Å"Stop and Frisk† was unconstitutional; however, she did not call for an end to the program, she just called for changes. Reacting to the judge s ruling and the â€Å"Stop and Frisk† program in general, Stephen Colbert and Jessica Williams both made satires about the program. The satires both appeared within a few days of each other in 2013, mocking â€Å"Stop and Frisk†. The satires appeared on two different comedy talk sho ws, â€Å"The Colbert Report† and â€Å"Jon Stewart†, where the audience is expecting to learn about current events through humor. Because the people who watch these shows want to enjoy them from a playful perspective, most of the people already agree with the viewpoints of the hosts, which is liberal. Both of the texts that appear on â€Å"The Colbert Report† and on â€Å"Jon Stewart† use humorous tones and unreliable characters to successfully persuade the liberal audience that the â€Å"Stop and Frisk† program needs to be ended. Both of the texts are effective

Effects of Integrating Drawing to the Writing Process Essay Example For Students

Effects of Integrating Drawing to the Writing Process Essay This study was conducted over an 8- week period with 20 first graders in an urban school setting. Students simply wrote on self-selected topics without drawing. During the first week students were limited to writing in a 30 minute time frame. Two weeks later students were timed for 30 minutes again and they were asked to draw and then write. Results showed that when students draw and then write their stories, their writing performance increased, Changes to their writing center occurred during this 8-week period. Hence, their feelings toward writing also increased at the end of this study as measured with a survey ND informal observations. Introduction: It seems that the Visual Arts is often a neglected aspect Of the elementary school curriculum and frequently at the top of the elimination list. According to Norris (1997) teachers are Often reluctant to bring art into the classrooms because they are faced with pressure to improve their students standardized test scores. Norris (1997) also points out that some teachers dont view themselves as being artistic, complicated by seldom having the benefit of an art teacher. Unfortunately, as lee seen it, art becomes an add on activity saved only for Friday afternoons or bad weather days when the students cant go outside for recess. In addition, if art is used, it is used in coordination with writing as an after-the-fact activity, as decoration, or illustration when stories are completed. As a first grade teacher I can attest to my students enjoyment of classroom time devoted to art activities. However, I ,like many teachers in my school, found art difficult to incorporate daily. The very few times that children had to draw were after theft written a story. Children seemed to enjoy this time of drawing but were often rushed to finish in order to share their writing. Many times I found myself saying, When you are finished writing you may draw a picture. Drawing was not stressed and at times not even required However, Graves (1983) describes drawing as an important component in childrens writing development. Lucy Calking (1983) also remarks: The act of drawing and illustration itself provide a supporting scheme inside which writing can be built. (p. 66) In addition, the only art media available on their desks were the basic eight crayons. This didnt allow for much creativity or expression in their drawing. I found their drawing to be simple and very small. Although my school doesnt eve a prescribed way Of teaching writing, Ive taught writing using the knowledge had from books or few workshops that I attended. Many workshops stressed the use Of graphic organizers as a preprinting strategy. Ive modeled using various graphic organizers but even with the use of these organizers Eve had many students express their frustration. I noticed some children struggle to get ideas to begin writing Often I heard students say, I dont know what to write. or l hate writing. This is not to say that children hate writing. On the contrary, Graves (1983) affirms the importance of childrens desire to write when e insisted, Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up wall, pavement, newspaper with crayons, chalk, pens, or pencils Anything that makes a mark. (p. 21) Therefore, these levels of expressed frustration urged me to change my classroom into a more developmentally appropriate classroom. Combined both art and writing by creating a Writing/illustration Center since didnt have an art center. This center would make writing and art materials more available to them. Incorporated various art media. Also allowed my students the freedom to draw or create prior to writing. Therefore, this study attempted to answer the following questions: When writing is combined with art, would writing be improved? Will drawing before writing make writing an easier process? If so, would enthusiasm for writing be improved as well? I found this study important and valuable to teachers who are interested in searching tort ways to inspire and encourage their students, especially those students who write reluctantly. Literature Review Ive found very few researchers whom have done in depth study on the ambition of drawing and writing. One of the main researchers in this area is Janet Olson (1992) a professor in art education. Her extensive research and work with the young has suggested many benefits to the integration of drawing and writing find her research to be valuable in my own study because she explains how teachers can give students with various learning styles an opportunity to express themselves. She calls her version of this solution the visual-narrative p. 1) and feels that children can be trained to move back and forth between realms Of writing and drawing With little trouble. Olsen (1992) explains that childrens difficulty to write may stem from the fact that they are visual learners. According to her study if a child happens to be more Visual than Verbal he or she will find drawing a more enjoyable and suitable means of story -telling than writing. She says it best when she states: Unusual and verbal modes of learning can indeed be woven together in the classroom. Language need not and should no be separated from its initial component the way, all types of learners can benefit. (1 992, p. 6) Sharkskin (1996), to, suggested drawing as one of the primary ways young children communicate and should use their immunization potential to make sense of the writing process. In an article written by Karen Ernest (1997) she states that in her study, when children were allowed to draw, there an increased enthusiasm for writing and the writing was more descriptive. In addition, Norris (1997) states that the integration to drawing and writing resulted in more motivation for students to write and had fun doing it. Learning to Appreciate Reading and Writing EssayGiven choices, children can self-select drawing and writing activities that are appropriate to their needs and desires. (p. 37) observed children make various types of books from accordion books, cloud hooks, heart books etc. The children enjoyed this freedom and therefore expressed their enjoyment with the new center. I ended the study with the same survey as week l, with the exception that I added one more question about drawing. (See figure 1. 5) My focus was still on their feelings toward their writing now that the writing center had changed. Anted to see if their feelings toward writing had changed since the beginning of this study. Results The data obtained by the survey at the beginning of the study showed that 3 out of 20 felt that they liked writing, 14 out of 20 said that they felt O. K about writing and 3 did not like writing at all. At the end Of the study their feelings hanged results in 16 out of 20 students liked writi ng, 4 out of 20 felt K, and no one said that they did not like writing. (See figure 1. 6) Another data obtained was the writing rubric on the first week with no drawing. This resulted in some interesting results. The number Of available points for the writing rubric was 18 points. The writing was graded and averaged. The average of the writing with no drawing was 9. 3 out of 18 available points. Then two weeks later conducted the same study but this time students were to draw first then write. Used the same rubric and the scoring was the same. The class average this time was 13. 6 out of B available points. This showed an increase in class writing average. This suggested that drawing prior to writing improved their writing performance. The three dependent variables were organization, mechanics, and creativity in the student. Tidied these results in depth by calculating how many students scored in each area they just wrote. The criterion was scored as: outstanding, very good, good, fair, weak, and poor. Tooth students scored weak in organizational skills. Most students scored fair in mechanical skills and most students scored fair in creativity. See figure 1. 7) When the children drew and then wrote their stories, most of the students scored very good in organizational skills, Most students scored good in mechanics and most students scored very good in Alexis this part sounds weird Based on the graph Im not sure how to say Discussion This study suggested that there is a relationship between drawing and writing. First, this study answered my question if children would find enthusiasm with writing. The survey suggested that the students feeling toward writing the center changed at the end Of the study. This suggested that the changes allowed students the freedom to create and draw on their own when the center was changed from simply a writing center too Writing/illustration center. This increased their feelings toward writing in general. This study also answered if drawing prior to writing would make writing an easier process and if the writing would improve. The findings did show an increase in the class writing average. Children as well seemed to enjoy drawing their pictures and writing about them. The writing showed a wealth of information about how drawing made their writing an easier process. Found that a major increase was the organizational kills along with their creativity, I found this to be an interesting finding because many researchers stressed drawing as a pre-writing activity. Olson , 1992; Norris, 1997; Ernst, 1997; Johnson, 1 999), This seemed to have benefited my students when allowed them to draw first. The drawing seemed to increase their organization of ideas by allowing students to focus on having a good beginning middle and end to their story. I also observed that children tended to write more and write more creatively, I accidentally found that most of my students when they were asked to write without drawing, their writings tended o be more non-fictional writing, On the contrary, when they drew first most of them wrote fictional stories. These results changed my teaching and how view the writing process. As Janet Olson ((1992) says: leaches need to understand and incorporate visual thinking and visual learning strategies in conventional teaching methods in order to make it possible for both types Of learners to reach their full language potential. (p. 6) I have changed the writing center to 3 Writing/illustration center and this change actually had a great impact on my students. The greatest impact that this study is the improvement in the attitude award writing and the actual writing process. There was a particular child whom thought could have a learning disability. He disliked writing and would hardly write at least 3 sentences. When I asked the class to draw and then write, a wonderful transformation occurred. He is a natural artist and is a visual learner. The drawing helped him organize his ideas and they became very creative. He also showed enthusiasm toward the new writing/ illustration center. Limitation and Implications for Future Study The findings in this study are limited to the classroom setting and the group to children I studied.

Tips for Formal Writing

Tips for Formal Writing Writing assumes many categories. Formal writing is one category. It entails: academic writing, formal letters and business writing. It is governed by certain rules and regulations that should be adhered to. Below are tips for formal writing. Use concise language The language used in formal writing impacts on the understanding levels of readers. The language should be straightforward so that information is interpreted as it should be. Concise language ensures that reader are able to quickly comprehend the goal of writing. Literary devices such as exaggeration, imagery and metaphors should not be used in formal writing. Have a clear goal Formal writing does not offer space for deviations or integration of multiple topics as is the case in informal writing. It aims at conveying a clear goal right from the start to the end. When clarity is observed in writing, the goal is well communicated. In academic writing, a thesis statement asserts the specific goal that a research paper aims to fulfill. Use words that are familiar to you Using unnecessary complex words or vocabulary does not add any value to any category of formal writing. In fact, more harm than good is done making formal writing appear unpleasant. You should stick to words whose meaning is to the full of knowledge. Brevity must be upheld Express information in the simplest way possible. The use of short and simple sentences is the key to brevity. Writers should avoid the temptation to use too many words. It makes formal writing appear less formal. For example, the remedy to cancer is the use of vitamin supplements to aid in its prevention and treatment is not suitable sentence. This sentence is very long and to some extent ambiguous. Instead, it should be expressed as: vitamin supplements are the remedy to cancer prevention and treatment. Use a third person point of view This makes formal writing objective and increases a writer’s confidence. Using first person point of view-I am of the opinion†¦ makes writing both informal and unconvincing. There are exceptions in formal writing which require a first person point of view. If you are writing a formal letter seeking employment, you will have to use the first person mode in some instances. This also applies when writing an academic paper that requires your personal input. Use the non-contracted form of words The key aim in this tip is to refrain from using contractions. Contractions represent a shortened version of words. The contracted words replace specific letters with apostrophes. Words that are commonly contracted include: will not-won’t, cannot-can’t. Although the contracted words rarely alter the meaning of the original words, they make writing less formal. A writer should look out for contractions in an article and get rid of them. Using tools such as the find and replace option available in Microsoft Word writing software is an effective way of completely eliminating contractions in formal writing. Use correct punctuation and spelling Formal writing is greatly dictated by punctuation and spelling. To be certain that formal writing is perfectly punctuated, proofreading and editing must be done. Finally, accruing information about formal writing principles leads to a quality writing process. The tips discussed in this article will support writers in their quest to become proficient in formal writing. Apart from these tips, writers should find out what other tips enhance competence in formal writing.