Language Learning Strategy Instruction Education Essay

Language Learning Strategy Instruction Education Essay Language learning strategies are the conscious thoughts and actions taken by learners to achieve a learning goal (Chamot, 2004). On the other hand, Language Learning Strategy Instruction (LLSI) or better known as learner training is a key way for teachers to help learners learn autonomously. It includes two important areas. They are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore, 2004). This article provides an overview of language learning strategies instruction and discusses the definitions, importance, past and recent research, types of language learning strategies instructions, employing language learning strategies into their daily language classroom and models of language learning strategy instruction. Keywords: language learning, definitions, importance, research. types, models Introduction Language learning strategies are employed by learners to complete listening, vocabulary, speaking, reading, and writing activities presented in language lessons. When a task has to be completed or a problem need to be solved, language learners will use metacognitive, cognitive or social/affective strategies that they possess to attend to the language learning activity (Oxford, 1990). While experienced language learners can approach language learning problems in a systematic way and are successful in selecting appropriate strategies to complete a language-learning task, novices may be less efficient at selecting and using strategies to task (OMalley Chamot, 1995). Irrespective of language learning experiences, both groups of learners will need instruction on how to use strategies efficiently to develop their language learning and language performance (Wenden, 1987, OMalley Chamot, 1995, Cohen, 1998,). One way to guide learners towards the effective use of learning strategies is to i ncorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita, 2003). This article addresses the following questions: What are the definitions of language learning strategy instruction or LLSI? What does past and present research say about language learning strategies instruction? What are the types of language learning strategy instruction? What are the models of LLSI? How to integrate LLSI into a language classroom? Definition of Language Learning Strategies Instruction Language Learning Strategy Instruction (LLSI) is also known as strategy training, learner training, learning to learn training, learner methodology training and methodological initiation for learners (Oxford 1990). Language learning strategy instructions are the initiation, structuring and control of the singular individual steps as part of the whole language learning process. In other words, language learning strategies instruction is the operationalization and implementation of strategies to improve the progress in developing language skills (Green Oxford 1995). LLSI are also procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness (Chamot 2005). According to some scholars, LLSI is a key way for teachers to help learners learn autonomously. It includes two important areas. These are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore 2003). Tudor (1996) describes LLSI as the process by which learners are helped to deepen their understanding of the nature of language learning and to acquire the knowledge and skills they need in order to pursue their learning goals in an informal and self-directed manner. The Importance of LLSI Research shows that learners who receive LLSI or strategy training generally learn better than those who do not, and that certain techniques for such training are more beneficial than others (Oxford 1990). Lee (1995) in her study pointed out that second language learner can become more autonomous in the language learning process. The results not only showed that students gained better final exam grades than mid term exam grades but also confirmed the previous studies by OMalley et al (1985b). Her findings also revealed that language learning strategies instruction for second language learner is an efficient means for helping college students at the beginning level. With strategy training, students can learn how to study a second language, improve their learning and language skills, monitor and evaluate their performance, and become more aware of what helps them learn the language they are studying (Cohen 2000). By examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. Besides, less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell Harris, 1999). Research on Learning Strategies Instructions Research on language learning strategy instruction has been interested in verifying the effectiveness of particular strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance (Kinoshita, 2003). Cohen and Aphek (1980) trained learners of Hebrew on how to recall new words by using paired associations and found that learners perform better in recalling tasks when they form associations (Ellis, 2002). In a study by Weinstein (1978), students in the ninth grade were trained to use a variety of strategies and apply them to reading comprehension and memory tasks. The positive results showed that students trained in elaboration strategies significantly outperformed the students who received no training (OMalley Chamot, 1995). Wenden (1987) describes that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Dadour 1996) tell us that language learning strategies are teachable and training language learners to use selected learning strategies can lead to positive effects on task performance in the language learning process. Research on strategy instruction has also investigated the instructional sequences used by language instructors to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although each participating instructor had an individual way of providing learning strategy instruction (OMalley Chamot, 1995), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity (Kinoshita, 2003). Research by Robbins (1996) and Grunewald (1999) provides insights into instructional sequences and teaching approaches. Robbins (1996) renders a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto, Japan. As a framework for strategy instruction, he used the Problem-Solving Process Model. Students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson are modeling, explaining, encouraging, and prompting the use of strategies. Grunewalds action research (1999) shows evidence of how strategies instruction can been integrated into foreign language lessons. Grunewald developed an optional supplementary system of useful language learning techniques or strategies. Supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these language strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction includes awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring Types of Language Learning Strategies Instruction Language learning strategies instructions can be taught in at least three different ways namely awareness training, one time strategy training and long term strategy training (Oxford, 1990). Awareness training Awareness training is also known as conscious raising or familiarization training. In this situation, participants become aware of the language learning strategies and the way these strategies can help them accomplish various tasks. This training should be fun and motivating so that participants can expand their knowledge of strategies. Participants can be teachers, students or anyone else interested in language learning processes (Oxford 1990). One time strategy training One time strategy training involves learning and practicing one or more strategies with actual learning tasks. This kind of training normally gives the learners information on the value of the strategy, when it can be used, how to use it and how to evaluate the success of the language strategy. This training is suitable for learners who have a need for a particular and targeted strategy that can be taught in one or a few sessions. In general, this strategy is not as valuable as long-term training (Oxford 1990). Long term strategy training Long term strategy training involves learning and practicing strategies with actual language tasks. Students learn the significance of a particular strategy, when and how to use it, how to monitor and evaluate their own performance. Long term training is more prolonged and covers a greater number of strategies. This strategy is most likely to more effective than one time training (Oxford 1990). LLSI Models Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition (OMalley Chamot, 1990). Instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities. LLSI Model by OMalley and Chamot OMalley and Chamot (1990) model is based on cognitive theory. The Cognitive Academic Language Learning Approach (CALLA) is designed to develop the academic language skills of limited English proficient students in upper elementary and secondary schools. The theoretical model on which CALLA is based, suggests that language is a complex cognitive skill. It requires extensive practice and feedback in order to operate at an autonomous level. The CALLA lesson plan framework incorporates learning strategy instruction, content area topics, and language development activities. Learning strategy instruction is both direct and embedded. In CALLA, new learning strategies are introduced and familiar ones are practiced (OMalley Chamot 1990). CALLA lessons include both teacher directed and learner centered activities. They specify three types of objectives, namely, content objectives, language objectives, and learning strategy objectives. Each CALLA lesson is divided into five phases: preparation, presentation, practice, and evaluation and expansion activities (refer to Figure 1.1). Theses phases are often recursive and the teacher may wish to go back to earlier phases in order to clarify or provide additional instruction. Preparation Expansion Activities Evaluation Presentation Practice Figure 1.1 LLSI Model by OMalley and Chamot (1999) Preparation In the preparation phase, the teacher finds out , through brainstorming, what students already know about the concepts in the subject area to be presented and practiced, what gaps need to be addressed and how students have been taught to approach a particular type of learning activity. The lessons objectives are explained to students and new vocabulary is developed. The learning strategies most commonly taught in this phase are elaboration, advance organization and selective attention (OMalley Chamot 1990). Presentation In the presentation phase, new information is presented and explained to students in English that is supported by contextual clues such as demonstration and visuals. Teachers make sure that students comprehend the new information so that they will be able to practice it meaningfully in the next phase of the lesson. Some of the learning strategies taught and practiced in this phase are selective attention while listening or reading, self monitoring, inferencing, elaboration, note taking, imagery and questioning for clarifications (OMalley Chamot 1990). Practice The practice phase of the lesson is learner centered. Students engage in hands on activities to practice the new information they were exposed to in the presentation phase. The teacher acts as a facilitator in helping students assimilate the new information and use it in different ways. Cooperative leaning in heterogeneous teams is particularly effective during the practice phase, as students can work together in small groups to clarify their understanding of the information previously presented. The learning strategies in this phase are self monitoring, organizational planning, resourcing, grouping, summarizing, deduction, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification (OMalley Chamot 1990). Evaluation In this phase, students check the level of their performance so that they can gain an understanding of what they have learned and any areas they need to review. Evaluation activities can be individual, cooperative or teacher directed. Learning strategies practiced in the evaluation phase are: self evaluation, elaboration, questioning for clarification, cooperation and self talk (OMalley Chamot 1990. Expansion activities In the expansion phase, students are given a variety of opportunities to think about the new concepts and skills they have learned, integrate them into their existing knowledge frameworks, make real world applications and continue to develop academic language. This phase also provide the opportunity to exercise higher order thinking skills such as inferring new application of a concept, analyzing the components of a learning activity, drawing parallels with other concepts, and evaluating the importance of a concept or a new skill. LLSI Model by Oxford Oxfords eight-step model (refer to Table 1.1) for strategy training focuses on the teaching of learning strategies. It is especially useful for long term strategy training. It can also be adapted for one-time training by selecting specific units. The first five are planning and preparation steps, while the last three involve conducting, evaluating and revising the training. Table 1.1: Strategy Model by Oxford (1990) Determine the learners needs and the time available Select strategies well Consider integration of strategy training Consider motivated issues Prepare materials and activities Conduct completely informed training Evaluate the strategy training Revise the strategy training Step 1: Determine the Learners Needs and the Time Available The initial step in a training program is to consider the needs of the learners and determine the amount of time needed for the activity. Consider first who the learners are and what they need. Are they children, adolescents, college students, graduate students or adults in continuing education? What are their strength and weaknesses? What learning strategies have they been using? Is there a gap between the strategies they have been using and those learners think they have to learn? Consider also how much time learners and learners students have available for strategy training and when learners might do it. Are learners pressed for time or can learners work strategy training in with no trouble? Step 2: Select Strategies Well First, select strategies which are related to the needs and characteristics of learners. Note especially whether there are strong cultural biases in favor or against a particular strategy. If strong biases exist, choose strategies that do not completely contradict what the learners are already doing. Second, chose more than one kind of strategy to teach. Decide the kinds of compatible, mutually supporting strategies that are important for students. Third, choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks. Fourth, choose strategies that are easy to learn and valuable to the learner. In other words, do not include all easy strategies or all difficult strategies (Oxford 1990). Step 3: Consider Integration of Strategy Training It is most helpful to integrate strategy training with the tasks, objectives, and materials used in the regular language training program. Attempts to provide detached, content independent strategy training have been moderately successful. Learners sometimes rebel against strategy training that is not sufficiently linked to their own language training. When strategy training is integrated with language learning, learners understand better how the strategies can be used in significant, meaningful context. Meaningfulness makes it easier to remember the strategies. However, it is also necessary to show learners how to transfer the strategies to new tasks, outside of the immediate ones. Step 4: Consider Motivational Issues Consider the kind of motivation teachers will build into a training program. Decide whether to give grades or partial course credit for attainment of new strategy. If learners have gone through a strategy assessment phase, their interest in strategies is likely to be heightened. If a teacher explains how using a good strategy can make language learning easier, students will be more interested in participating strategy training. Another way to increase motivation is to let learners have some say in selecting the language activities or tasks they will use, or let them choose strategies they will learn. Language teachers need to be sensitive to learners original strategy preferences and the motivation that propels these preferences. This means that teachers should phase in very new strategies gently and gradually, without whisking away students security blankets. Step 5: Prepare Materials and Activities The materials that can be used for strategy training are handouts or handbook. Learners can also develop a strategy handbook themselves. They can contribute to it incrementally, as they learn new strategies that prove successful to them. Step 6: Conduct Completely Informed Training Make a special point to inform the learners as completely as possible about why the strategies are important and how they can be used in new situations. Learners need to be given explicit opportunity to evaluate the success of their new strategies and exploring the reasons why theses strategies might have helped. Research shows that strategy training which fully informs the learners, by indicating why the strategy is useful and how it can be transferred to different tasks, is more successful than training that does not. Most learners perform best with completely informed training (Brown et al., 1980a). In the very rare instances, when informed training proves impossible, more subtle training techniques might be necessary. For example, when learners are through cultural influences, new strategies need to be camouflaged or introduced very gradually, paired with strategies the learners already know and prefer. Step 7: Evaluate the Strategy Training Learners own comments about their strategy use are part of the training itself. These self assessments provide practice with the strategies of self monitoring and self evaluating, during and after the training, own observations are useful for evaluating the success of strategy training. Possible criteria for evaluating training are task improvement, general skill improvement, maintenance of the new strategy, transfer of strategy to other relevant tasks and improvement in learners attitude. Step 8: Revise the Strategy Training The evaluation phase (Step 7) will suggest possible revisions. This leads right back to Step 1, a reconsideration of the characteristics and needs of the learners in light of the cycle of strategy training that has just occurred. How to Integrate LLSI into Language Classroom? LLSI may be integrated by teachers into their daily language classroom. LLSI is needed to enhance listening, speaking, reading, or writing course in language learning and teaching. There are three steps in implementing LLSI in the classroom according to Clouston (1997). Step 1 : Study your teaching context Step 2: Focus on LLS in your teaching Step 3: Reflect and encourage learner reflection Step 1: Study Your Teaching Context By observing students behaviour in class, teachers will be able to see what LLS they are using. Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about ones students, their goals, motivations, and LLS, and their understanding of the particular course being taught. Teachers should study their own teaching methods and overall classroom style. One way to do so is to look at their lesson plans and identify if they have incorporated various ways that students can learn the language (Cloustan 1997). Step 2: Focus on LLS in Your Teaching Focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners. Provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course (Gardner and Miller 1996). Step 3: Reflect and Encourage Learner Reflection In implementing LLSI, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in language learning. After each class, one might reflect on the effectiveness of the lesson and the role of LLSI within it. In addition to the teachers own reflections, it is essential to encourage learner reflection, both during and after the LLSI in the class (Cloustan 1997). Conclusion When including strategies based instruction in a second language curriculum, it is important to choose an instructional model that introduces the strategies to the students and raises awareness of their learning preferences; teaches them to identify, practice, evaluate, and transfer strategies to new learning situations; and promotes learner autonomy to enable students to continue their learning after they leave the language classroom (Cohen, 2003). It is important that learning strategies research continue, both in these and other directions, for only through a better understanding of the learning and teaching process can more language learners achieve the level of success that currently characterizes only a small proportion of all students studying a second or foreign language around the world. Language learning strategy instruction can contribute to the development of learner mastery and autonomy and increased teacher expertise, but additional research in specific language learning contexts is essential to realizing its potential to enhance second language acquisition and instruction.

Lord of the flies by William Golding Themes Essay

Ralph says, â€Å"Why do things break up as they do?†. Explain why things went wrong on the island, and say what this tells us about human nature in general. Aspects of media throughout the world contain true meanings, in some cases general but in others unambiguous and very strong. These meanings are often shown clearly through books, sculpture, music and other consumable media. It is important for these meanings in connection with human nature to be shown through these means to represent the ‘real’ and ‘true’ things that relate to us as humans, also these meanings offer strong links between things showing that happenings in a microcosm relate to humans and show some similarities. The artists who create the media are often well known and respected for there clever but unadorned creations the public domain look for these links and usually publicise successful ones. The question posed gives students an opportunity to reflect there opinions and thoughts regarding the novel Lord of the flies. The question is open and allows for a range of answers, there is no specific model answer, however the response to the question should be focused directly on why things break up, showing links from the island to the rest of the happenings in the world, the response to the question needs time, as the answer could become too long and most importantly missing the point of the essay, there is a need for a balanced view and this should reflect in several points being raised within the answer. Golding is renowned for his imaginative and meaningful novels, all created to show strong links with Human nature in a specific scenario in comparison to Human nature in general, from this there is usually a message which is true and probably undertakes in an every day situation. From the beginning of Lord of the Flies there are signs of misjudgement and disrespect, as the novel continues these implications become much stronger consequently leading to an up rise in rivalry and jealousy, the first meaningful misjudgement in my opinion begins with the fact of the beast, jack says, â€Å"A snake-thing. Ever so big. He saw it.†, this shows exaggeration and misjudgement, in comparison to Ralph who says, â€Å"There isn’t a beast†, showing consideration for the little uns’ and offering reassurance. From the early encounters and ideas of the beast up to the very latter stages of life on the Island fear and horror loomed with uncertainty being the main feeling, this feeling of fear is one of the first signs of a break up, the little uns separate and change into scared and unsettled beings, the respect from the big uns was required and from the outset simply wasn’t. Ralph however along with a minority offered reassurance, this shows respect throughout the novel and this reflects his personality and character, this difference also adds to the reasons for the break up of Ralph’s society. The fire appears the next apparent reason, Ralph as chief says, â€Å"A fire, make a fire!†, from the outset this appears a good idea with the main purpose of signal being for rescue, a clever but original method of attraction used first by the Indians, this shows that Ralph can produce ideas which could have excellent purposeful results, however the fire is also a signal of misjudgement, with no true thought and planning going into the idea leaving devastating outcomes, the alleged opposition saw this as a weakness although they weren’t respectful themselves offering comments in the nature of, â€Å"he was only a little un anyway†, this whole compilation of disrespect and misjudgement all cluster together and yet again provide a reason for break up. Things could of been different if more rules and regulations were introduced from Ralph’s hierarchy, if rules and punishments were enforced more order probably would have been present within life in general, the behaviour represented from the big uns isn’t uncommon, there is a certain expectancy for some controversy and child play, in relation to the whole world boys on a daily basis will issue a sense of stubbornness. The absence of adults has led to a break up in communications and rather than everybody pulling together trying to formulate an escape plan a majority instead enjoy the whole experience and use the time to absorb freedom, this has been a disadvantage of the island scenario and again builds up to create another reason for the break up, piggy says, â€Å"no adults†, this shows that there is a realisation of absence, however in comparison to the current happenings in the world (within book) the adults suppress themselves just as bad, rather than been guiders they are destroyers after all they are fighting a war wiping out generations of people, so as the ‘war’ unfolds within the island environment as a mini scenario the adults who were respected as supreme change into beings ten times as worse fighting a large scale war, in context the adults or just as worse as the island inhabitants if not worse. Golding has created a perfect world within the island scenario, almost in comparison to Eden, with perfect tranquil surroundings and from the outset a smooth collection of objects to make life on the island so perfect, with provisions for eating and accommodation, consisting of different panoramic areas to suit the needs of different characters. Although life on the island was set up to be perfect, the attitudes exposed from the humans were in absolute differential comparison to the island, with obscene behaviour changing the surrounding area worsening as life carried by. The thought that the island inhabitants could have such an impact; showing total disrespect and selfishness for human nature, just as Golding had planned when he wrote the novel. When the humans arrived they participated in an act which is specific to human nature in general, at first things were fine just as in Eden, however as time advanced the destruction and disrespect followed, with an up rise in jealousy and rivalry, this being the result of freedom and sense of boredom. From this there is a strong link to the real world which proves against the actions from humans. As with the other strong meanings throughout the novel this joins to form a worrying concept, it shows that humans have no respect for nature and the surrounding environment, taking actions irrespective of the long term effects, the main theme therefore relates to selfishness and disregard. The three deaths on the island were drastic and devastating, with outcomes which were preventable. They were the result of rivalry jealousy and domination, all sharing the causes. The most significant death was that of Simon, his death was the result of carelessness and the obsession to kill. Ralph says, â€Å"that was murder†, piggy replies â€Å"what good are you doing talking like that?†, there is a mixture of emotions within the characters, some showing anger and retaliation with the others showing remorse and giving forgiveness for the opposition, from this a link between a happening and human nature can be established, showing that no matter how bad an action there will always be a sense of exoneration and mercy. The death of Simon was the most significant because of his characteristics, different, sensitive, wise and also introverted, this reflected through his personality consequently making him an outcast and excluding him from the others. His death was preventable, although blame cannot solely be burdened to jack as this shows selfishness and a sense of an easy route out of the scenario. The death of piggy was again preventable with the happenings being extreme and malicious. There was an urgency for jack to withhold power and authority, to the extent where protection and barricades had to be enforced. If power is so valuable and meaningful, why are outcomes of its effects so devastating? The death of piggy was the result of two people, jack and Roger, with jack indirectly offering his alternative to Ralph’s society, and roger directly carrying out the death, this shows in comparison to human nature that an event is not just the sole responsibility of a single human, instead there are indirect effects which link the action with other people. Power and authority made up to be a significant part of the break up, from the beginning of the novel there were early signs of conflict and rivalry, showing also jealousy and an urgency to withhold it. Ralph says, I’m chief!†, in comparison to jack who says, â€Å"Follow me, not him!†, this shows that there are leadership issues with jealousy being the main feeling from the oppositions point of view. Authority and power means respect and influence, allowing for somebody to rise above the rest and be noticed, in comparison to human nature some beings live from power and would be out of control without its presence. There are certain turning points within the novel and the necessity for power became much clearer, showing through characters actions and emotions. There were a number of beings throughout the novel who showed emotive actions seeking power, these included Jack, roger and piggy, all from the outset different in character although in some instances harsh and exploiting. From this there led to be a clear split between the group leaving the democratically elected chief with just a handful and the opposition with the majority. Power and authority can have devastating outcomes and results when used within the wrong context, consequently within the novel ending the life of an innocent opposition member, there are certain limits and extremes in which power should be used, this shows in comparison to human nature that power and authority should be respected and not misused as in some scenarios. The main and most revealing cause appeared to be that of the long and uprising rivalry between the two main characters Jack and Ralph, from the early encounters of island life an apparent clash of personalities was shown between the two members, starting from the initial meeting of the characters, up to the very latter stages of island life. There was a range of activities which uprooted a long and uprising feud, which was consequently going to lead to an all over split of the whole group. Ralph says, â€Å"I’ve been thinking†, in comparison to jack who says, â€Å"three blind mice†, this from the outset shows that Ralph from the beginning shows thought and respect for his fellow inhabitants, in contrast to jack who is more interested in criticising and himself, the two characters are of very different natures and consist of different mannerisms, in comparison to human nature this shows that every one is different and should be respected for their individually an d also for their own characteristics. Also in context the rivalry between two humans in a small scenario relates to rivalry within a big scale scenario for example jack Vs Ralph in comparison to contention between world leaders. Leadership was an important aspect of life for Jack and Ralph, this became clear when things started to go wrong and eventually leading to Jack taking over as the chief, the rivalry could be classed as a cause for the deaths with indirect effects. Golding used this idea of indirect killing and outcomes to create a suppressed atmosphere and to give the reader a much more enjoyable read. The differences between the wide range of characters personalities proved to be another cause, each individual offers different opinions and participates in different activities to each other, however there are some similarities amongst humans and this was shown through a simple means of mutual bonding, some characters naturally bond forming a strong relationship on the other hand some people do not bond and instead hold grudges and other similar feelings against each other. Jack says, â€Å"piggy!†, in context the comment seems harmless, just a remark expressing his surprise at the unusual name, however from between the lines there is more depth to the comment showing that he is horrified at his outset appearance, attitude and emotions, this simple comment led to hatred been displayed from a stronger character towards a much weaker one. A clash of personalities can consequently erupt to a much bigger scale, with more harmful and demoralizing effects. This shows that in relation to human nature, everybody is an individual with their own personal morals and emotions. In comparison to the world it shows that there will always be a group of people who’s personalities clash consequently leading to a much bigger dispute. The simple fact of boredom and isolation from the real world led to an up rise in misjudgement and unforeseen consequences which arose from actions which were that of an unformed decision. Within the island scenario there were a collection of beings that were under the influence of boredom and isolation, piggy says, â€Å"when are we going home?†, this question shows clear thought making it a valuable contribution, however there is another meaning to the statement, it shows boredom and also reflects that he and other island inhabitants are worrying about the return to normal civilisation, the separation from the real world allowed for signs of misjudgement and actions were taken from outside the beings conscious, this meant that emotions took control of their actions allowing for unusual activity, the worst outset scenario was the killing of Simon, in relation to human nature this shows that humans cannot always control their actions and instead undergo actions which are that of an unusual outcome. The title ‘lord of the flies’ suggests a leader of a small group, this shows that the title is meaningful and contains a link to the bigger world. Golding in comparison to other superior writers made his novel title significant, with a true meaning, Golding constantly throughout the novel tried to offer this image of a happening within a small environment links in context to a large scale meaning. The idea of a fly leader appears preposterous, but in relation to the real world the idea appears more explanatory, with clear motives and reasons, Golding was trying to portray an idea of a microcosm within the title also stating that all things must have a leader. The novel in general consists of many true and meaningful links between happenings within a small scale happening, in comparison to happenings within a large scale. Golding successfully transferred a wide range of human nature into a novel. The links within the island represent a small earth, technically called a microcosm, generally this shows that small things relate to big. The main reasons for the break up fall into certain themed categories; good Vs evil, authority Vs weakness, law Vs order and mentality Vs immaturity. Golding’s main strength shown in the novel is the use of irony showing how seemingly good events often lead to bad. There were a variety of reasons for the break up of Ralph’s society and they all have some meaning, Golding was a successful writer and his writing displays true significance with all of his wishes displayed clearly and thoughtfully.

The Reliability and Validity of Measurements

Measurement error is easily identified using measures of reliability. In the abstract sense, reliability is described as a matter of whether a particular technique, used repeatedly towards a similar subject, would supply the same result for every measurement event. The measure of reliability is the measure of the random errors in a measurement. Consequently, the more reliable the measurement is, the less would be the random error in it (Rubin and Babbie, 2004, p. 182). Rubin and Babbie (2004) mentioned that reliability does not guarantee accuracy.For example, if two measurement apparatus are not synchronized or standardized to each other, they might still reflect the same measurement, but the other apparatus might have been adjusted to some extent in order to confirm with the result of the measurement of the other apparatus (). Validity on the other hand is defined as the extent to which an empirical measure satisfactorily represents the real meaning of the variable being measured. T here is actually no basis to determine the adequacy of the measure. Comparison and agreement to pre-existing terms or concepts is done to accept the validity or not (Rubin and Babbie, 2004, p.186).Reliability is not a qualification to conclude that the measurement done is valid. We may say that the measured values, especially in quantitative research, are precise, but not accurate. There are also cases that the resulting measurements are accurate to some level, but are imprecise. In the worst case would be that the measurements are imprecise and inaccurate. Because of this, a certain tension exists, whether to choose reliability over validity, or the other way around (Rubin and Babbie, 2004, p. 198).Of course, the target would be to collect both valid and reliable data, and this can be obtained by being strict to the implementation of the procedures for measurement: being thoughtful and less sloppy. The difference between the two is that reliability requires fewer variables, and the refore less validity, vice versa. This kind of relationship is still in conflict (Martin, 2005). We could say therefore, that a measurement is valid even if it is not a reliable measurement, since the way to prove the reliability is the repeatability and reproducibility of the results.Also, the requirement to strengthen the validity is to consider many relevant variables and to get near to the exact value, while on reliability, there is no requirement for such (Martin, 2005). References Martin, Rogel L. (2005). Reliability vs. Validity. Retrieved August 29, 2008, from http://www. businessweek. com/innovate/content/sep2005/id20050929_872877. htm Rubin, Allen and Earl R. Babbie. (2004). Research Methods for Social Work. Retrieved August 29, 2008, from http://books. google. com. ph/books? id=eAdbEn-yZbcC

Analysis Chapter1 Hlk M30 Wifi Module - 1305 Words

Chapter1: HLK-M30 WiFi Module INTRODUCTION: The HLK-M30 module uses IEEE 802.11 standard in the 2.5-2.6 GHz ISM frequency band, including 802.11b/g/n to provide a fully integrated off the shelf solution for designers, especially tailored for IoT applications and can be readily included in product designs. All of the required RF components are integrated on the module thus eliminating the cost of RF designing and testing which is very expensive. Integration of sensors and switches with the module IC pins and UART interface are made easy for designing products rapidly. The module uses MTK’s wireless microcontroller chip hence enabling designers to use serial interface to connect with their product. This module therefore allows designers to bring wireless applications to market in the minimum time with significantly reduced development effort and cost. The HLK-M30 is an embedded module based on the universal serial interface network standard, built-in TOP I IP protocol stack, enabling the user serial port, wireless network (wifi) interface between the conversions. Through the HLK-M30 module, the traditional serial devices do not need to change any configuration; data can be transmitted through the Internet network. It provides a quick solution for the user’s serial devices to transfer data via Ethernet. Also the HLK-M30 module have FCC modular approvals and is compliant with EU regulations. Typical Circuit: Module Parameters: The current required is greater