Are students have changed Essay Example for Free

Are students have changed EssayOur students have changed radically. Todays students argon no longer the lot our educational system was designed to teach. (Prensky,2001). Prensky further stated that children in the 21st century argon classified as Net-gen, and digital-gen except the most use of goods and servicesful description Prensky found for these children is digital Natives. This is unvarnished because in the 21st century children as young as three years are dominateing the uses of computers, videogames, internets, tablets, mobile phones and other technological devices. According to Janssen (n. d) digital native is an individual who was born after the widespread adoption of digital engineering science. engineering science is so advance and useful to students it seems like they get so habituate to it and felt like they touch noticet do without it and the other hand it helps students to improve in learning. Three changes that are seen with the first century learner r egards to technology, they are more dependent on technology, misuse of discipline and unlimited thinking skills. Firstly, the internet is known as one of the greatest invention of modern jump on a gateway that is magical to resources, information and communication unlike anything we previous dreamed of. It is claimed by many that it is the greatest single technological advance for education, as it opens opportunities for studying, learning and discovering.But as time goes by and the first generation of students grows up with modern internet technology from birth to teenage years, questions have been intercommunicate are children being dependent on technology. The internet provides students withenormous advantage of a world of information at their finger tip. A single bung of the finger on the keyboard finish deliver a hundred of articles under a second far hours from when students would spend time spinning through depository library books and journals in days passed by. With t he ease of access, the internet makes with disadvantages such as false and incorrect information that is easily distributed and can be difficult to trace sources and admit the information. On, on the other side the volume of query materials online can make students to find information they need too easy, allowing them to compile these information by write and pasting without understanding and analysing the information they are sifting through at all. While students from twenty years and beyond would have to read and absorb a considerable amount of information such as putting together a report on tree frogs. These students have to use different sources for each type of the project while on the other hand digital natives would discover everything needed to know by the internet site, picking up a bittie knowledge in the process.According to Jannsen (n.d) people believes that children who are digital natives think differently due to their early exposure to technology and have bec ome use to using technology to solve the repetitive tasks that form the basis of traditional learning With the rise of different technology, and the fantastic way that produce communication from mobile phones to iPods to Skype and face book, modern students have become available to a wealth of education opportunities. Pupils from Jamaica can now hold an online debate with a class of their coevals in United States and others, interactive group webpage, class blogs, and programs that design interactive online animations which allowed educational communication to form. The reliance on the mobile phones and the laptops is taking toll on areas in education such as literacy and writing skills. This is said to be suffering as children write less and more school text message demonstration take preference over their grammar.Also the suffering of simple communication skills and understanding of personal interaction as young people spend more time online communicating using their keyboards rather face to face contact. The reliance of such method for communication can cause students to form unhealthy relationships with others, refer about critics that was said, and open up possibilities of cyber-bullying that is very dangerous and persecution of people online. Secondly, the expansion of the use and easyavailability of technology makes it easy for society to do controvert activities that often violates the law. The main problems are the misuse of copyright, distribution of forbidden materials, violation of privacy or personal data and other serious activities. This activity can be seen in education field where the increase of plagiarism among students. Students can find information on the internet free and plagiarize others work whether if it is intentionally or without realising it. According to Lindemann C(2013) among students in grades 7-12, 21% have turned in a paper downloaded from the Internet. More than a third (38%) copied text from a website.The more students rely on the internet such as Google and Wikipedia answers to answer their home work questions, they are required to use less of their minds to come up with independent thoughts and opinions. Instead they simple click, copy and paste. Plagiarism is not the only way of cheating. The internet is not the only way students can utilise other technology such as mp3 players, mobile phones, calculators and other technologies. In gaining information using phones this can be done by emails, texts, Bluetooth, as easily as phone calls. According to Takahashi (2011) many educators perceive them a slacking more formal ICT skills. The availability and ease of use of technology makes cheating possible. The surroundings opens possibilities for academic dishonesty which can be difficult to discover. Students find simple and fast way to get through their studies, such way is to share materials, results, papers, information about exams. A majority of website spins a variety of finished work materia ls for essays, seminar papers, reports, and even degree works, answers to test for final exams in bachelor or master courses.These website are made for students to upload their work voluntary and the provider usually do not get benefit from the sites while some sites pull up stakes offer small benefit for uploading the work. Downloading the work can also be free without registration, if not unless the provider acquires a user account or a fee. The evidence why students plagiarize is the overload of information. The more information you have leads to the first step towards good school paper. Technology is used by teachers and professionals to increase the fiber of leaning. The growth and progress in ICT changes education compare to decades ago and introduce methods that increase in students learning. From this students need to learn how to deal with information for assignments,work tasks, research tasks and other information problems. Thirdly, technology affects students thinking skill. According to Wolpert S (2009) as technology has played a bigger role in our lives, our skills in scathing thinking and analysis have declines, while our visual have improved. Thinking is the ability to reflect, draw on conclusions, knowledge, reason and insight. It is what makes students communicate, build, create and become civilized. Thinking is base from learning, observing, remembering, questioning, arguing, judging and others.The exposure of technology as changes learners. Because of students brain still developing and malleable, the exposure of technology causes digital natives brain to be wire in ship canal different from previous generation. Reading encouraged the brain to be focused and imaginative but pleasure for training has decline in young people which enhances thinking and creates imagination that visual media such as video games, television cannot. The using of visual media will allow students to process information better but most dont allow students to g et the time to reflect, analyze or imagine. Reading develops reflection, imagination, critical thinking as well as the using of vocabulary. Through version, these skills are developed. Students today are more visual literacy and are less print literacy thus many students are not being seen reading often and reading for pleasure. Technology strengthens students ability to scan information quickly and efficiently. An implication for teaching and learning is that workshops or seminars should be utilise for teachers so that they receive training to know how to integrate the different types of technology into their lessons and make learning more engaging for students. As we know that student gravitates to technology and we are living in 21st century.Attending these workshops teachers are able to know more about each technology such as the usage, programs and others. They are able to monitor the technology by themselves and by doing so they are able to carry out the lesson effectively and stimulate children learning. One implication for insurance makers is that in order for the teachers to integrate the technology in the schoolroom to meet the need of his students, firstly you should provide or equipped the schools with the necessary technology. Without these, teachers will inefficient to do so, which he or she wants to so that her students can grasp the concepts well. For the school to be equipped policy makers should also develop an infrastructure toplace the technologies. translate the necessary security and to eliminate outdated hardware and software and replace them with up to date as the years are passing by. When technology consolidation in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own learning. (Hertz 2014).Technology integration is the use of technology in the classroom that helps to carry out learning concepts and to manage the class, such technology are computers, ove rhead projectors, digital television cameras, internet, taping recorders, and CD-ROMs. Digital camera is a great application in the classroom as it allows collecting and documenting exciting events in the environment. Integrating digital camera properly can help to link lessons to students lives. For example class letter, development of stories and community based research. Cameras can be share between classes and come images quickly and easily, in which pictures provide important context for children learning experience. Images that are culturally relevant can be a very powerful dodge for students to learn about their community. For example teaching about vocabulary, teachers can send students outdoor with the digital camera to take pictures of events, objects or actions that represent the vocabulary that was discussed. Students can be asked to write sentences or carve up highlighting new vocabulary.Which is a very excited way for students to increase their vocabulary and beco me better readers and teachers could give students the opportunity to take pictures of events or actions that reflect in a accounting that was read to them, downloading pictures from the computer then allowed children to write a sentence or paragraph about each picture. Having students to take pictures of the story event or action will help them to relate what they reading to their own lives in their community. Digital camera can be used to do storytelling which produces narrated short films using music, photos and voices. The grade 3 lesson who are the people in my community, students and teachers can take a walk within the community with the camera and take pictures of community helpers and write sentences about each role within the community. The teacher and students can produce their story by downloading the pictures on the computer using programs such as Photo-Story, Windows Movie Maker, PowerPoint, that include narration for each.The immortalise recorder and boom box can be used to engage student and help save time. One activity for the whole class is teachers can use a student tobecome the classroom DJ. Using a microphone, the student announces the topic of the days lesson. With a book in hand students can read along with their teacher during reading time. Students can even listen to a recording of their teacher who record the book tape before. The boom box can be used to create electronic portfolio that showcase students best work and the learning progress during a time period. By doing this teachers can record the students reading or thinking process when solving a problem, a video clip of his or her oral presentation and a CD with the child digital story. The tape recorder can be used to record students reading of a text at regular musical intervals which is assessed at each interval and strategies plan to improve the reading fluency. The overhead projector is a display system that is used to present images, videos, texts to students.It helps to ca rry out concepts and for students to grasp concepts by which it stimulates learning by watching videos, interactive games and retrieving texts which aid in the development of different learning styles such as audio and visual learners. The teacher faces the students while the notes that are wide-awake previously revealed. The lesson becomes engaging and students are attentive or focus and not only that but the teacher becomes more efficient by sharing and creating utile work. . An example of how teachers can make the projector a part of her lesson is if a teacher is trying to bring across the lesson of the topic family to a grade two class, students will watch a video of the family then have a discussion with the teacher, from the video students will define the term family in their own words. Students will use family related terms seen in the video to write at least five sentences. The family related terms are like grandmother, brother and sister.ReferencesPrensky M (2001) Digital Natives, Digital ImmigrantsRetrieved February 19, 2014 fromhttp//www.marcprensky.com/writing/Prensigrants%2520-%2520Part1.pd Hertz MB (n.d) How to Integrate TechnologyRetrieved February 21, 2014 fromhttp//www.edutopia.org/technology-integration-guide-implementation Wolpert S (2006) Is technology producing a decline in critical UCLA NewsroomRetrieved February 21, 2014 fromhttp//newsroom.ucla.edu/portal/ucla/is-ducing-a-decline-79127.asp Lindemann C (2013) How to sack the Plagiarism Plague Education.com Retrieved February 21, 2014 fromhttp//www.education.com/magazine/articlcle/stop-plagiarism-plague Janssen C (n.d) What is a Digital Native? Definition from Techopedia Retrieved February 21, 2014 fromwww.techopedia.com/definition/28094/digital-nativeTakahashi (2011) Academia.edu Documents in Digitalian Academia.edu Retrieved February 23, 2014 fromwww.academia.edu/Documents/in/Digitalian

Hans Arp Essay Example for Free

Hans Arp EssayWe have already studied opposite artists from different fields throughout this course. By analyze those artists, we have kn proclaim their bread and butter and influences within the people around them, their followers, and in like manner to the society. By knowing some new(prenominal) artists from different fields and genre, this paper had come up into a new path of knowing one of the French painters during early 19th century. By knowing this artist, another knowledge and learning will be shared within the course. This paper will focus of Hans Arps life and influences. The main purpose of the paper is to show the plant of Hans Arp throughout his career and how his influences influenced him and other artists by his sense of creativity and passion. Jean Arp also known as Hans Arp was born on September 16, 1887 in Strasbourg. He went through different places and countries in the world to find his self and sense. As the age of 17, Hans Arp went to Paris to explor e his sense of art. Through his journey, he started to acquire the goodness of modern art. At this time, he started painting different artifacts during his inspired moments.At the age of 18 in 1905, he attended some courses of painting to Professor Ludwig von Huffman. After two years, he tried to enter Julian Academy to attend some other courses. After three years of obtaining knowledge, he went to Switzerland to start his journey as a painter. He met different painters whom he became part of. He founded the organization, which he named as Moderner Bund or the Modern League. Along with other painters, Arp went through different exhibits from 1911 to 1913 in different places of Switzerland and other countries.He met Apollinaire, Arthur Cravan, Max Jacob, Picasso, and Mondigliani whom became his colleagues and friends for many years. They all met in Paris. In 1911 he was influenced by the abstractions of Wassily Kandinsky (1866-1944) and participated in his Der Blaue Reiter exhibition s in Munich later Cubism greatly impressed him. thence he was interested by the base of spontaneous creativity of the human subconscious mind and this idea became dominant in his art. He created collages with torn paper, let the pieces fall freely on a surface and then gluing them to the places where they fell down.Because of many influences coming from different painters during his younger years, his lock of arts became patterns of those painters though pertaining to his own attack to his arts. He had gone through different painters that he thought would give him better knowledge and great impression of his future paintings and other creations. As he created different forms of canvass and other painting strategies, he was introduced to many other famous artists that gave him the courage to create more intensive art plant that manifested within his paintings and other artworks.From 1915 to 1919, he became a well-known painter having different exhibits of his paintings in Zurich. Despite of the declaration of war during those years, he remained firm from all his works from different genres and ideologies. After many years of fulfilling his talents and skills, he married Sophie Teuber in 1922 who became his collaborator aside from being his wife. On the outbreak of the WWI, Jean Arp settled in Zurich, Switzerland, where he was involved in the emerging Dada movement.During the 1920s he produced many abstract reliefs in wood, but after 1928 he worked increasingly in three dimensions, making sculptures in the round. These sculptures are simple, abstract shapes suggestive of organic forms found in nature. Arps sculptures impressed the Surrealists, especially Joan Miro, and his influence is also evident in the work of Henry Moore. However, painting was not his only talent that many people have witnessed. He was also a sculpture and a poet. He sculptured the famous Human Concretion in 1935.He also wrote different poems that can be connected to his paintings and scu lptures. Creating his poems was his way of creating an abstract of his paintings and sculptures. That is why on with the abundance of his paintings and sculptures are his free-verse poems. Based on his historical accounts, Hans Arp was not just a simple painter having simple dreams and purpose in life. He also showed his way of striving hard to perform changes within his environment. He was involved in the Surrealism a movement showing their advocacy regarding the issues and conflicts within their society.It brought further idea of Arps identity as he put a new trend of liberalism through paintings, sculpture, and poetry. Finally settling in Paris, Arp became involved in the Surrealist movement. He joined the Cercle et Carre group in 1930 and helped to found the Abstraction-Creation group a year later. During World War II, Arp fled to Switzerland, returning to Meudon, outside of Paris after the war. He win the International Sculpture Prize at the Venice Biennale in 1954 and creat ed a relied for the Unesco building in Paris in 1958.After a long journey of success, Hans Arp died at the age of 79 in Solduno, Switzerland on June 7, 1966. However, before he died, he was not just a painter, sculpture, and poet with amazing thinking and ideas but also a speaker of UNESCO through his paintings. He speaks for UNESCOs building by painting it in a mural relief. Because of his creations coming from his own thoughts and ideas, he has influenced many other painters and sculptures during and after his generation until this present generation. He had opened a new way to convey the message of paintings and sculptures as well as poems.Because he had bad through others influences to his works and life, he also became one of the influences of many artists today because of his magnificent contribution in the world of art. It can be said that his paintings, sculptures, and poems are simple in a literal sense, but if we tend to analyze its meaning and essence, we could obtain fu rther knowledge and learning from his work of arts due to its big impact especially to those who really know how to describe the meanings of his paintings and other creations. As a whole, Hans Arps life does not checker many struggles and pains.He was just a contented painter, sculpture, and poet during his time. Despite of his success, he remained firm to what he wanted and purpose in life. In contradiction from his paintings, sculptures, and poems, his life was not a complex situation. Though he had married two times, it was not became a problem on how he managed his life. Therefore, he knows how to create a line and path to what he wants to pursue with his life like the way he draw and mould his creations.Works CitedAbcgallery. com. Jean (Hans) Arp. (n. d. ) 1 December 2007. http//www.abcgallery.com/A/arp/arpbio.html

Tuberculosis: Prevention and Treatment

Tuberculosis Prevention and TreatmentTuberculosis (TB) is an airborne infectious disease which is bmd by strains of mycobacteria, mainly mycobacterium terbium1. on that point atomic number 18 roughly angiotensin-converting enzyme third of the worlds population be infected with terabyte where nine millions of newfangled cases opused annually2. Although tuberculosis can be prevented and inured, it continues to cause millions of deaths every year2. When infected individual coughs, sneezes or spits, M. tuberculosis is propelled into the air and infected those who breathed in the bacteria that existed in droplets of saliva3. Primarily, tuberculosis lead affect the lungs, cognise as pulmonary tuberculosis3. It impart alike affect other parts of body, for instance lymph nodes, bones, brain and kidneys3. Once a person is infected with tuberculosis, there atomic number 18 basically three possible ways whitethorn occur. Firstly, the immune ashes plays a vital role and strong e nough to kill the bacteria3. Secondly, immune body is non strong enough to commove off the bacteria but is able to build a defensive barrier against the bacteria3. Individuals who argon latently infected with M. tuberculosis show asymptomatic where these bacteria lie dormant in the lungs and able to reactivate later years1. The disease is often reactivated in those who are immunocompromised or generally weakened. Lastly, the immune system fails to kill bacteria ca using the bacteria to grow and spread towards other parts of body which is called active tuberculosis3.In the fight of tuberculosis, World wellness Organisation (WHO) recommends universal Bacille Calmette-Gurin (BCG) vaccination in the countries with high TB burdens4. BCG vaccine entertains weakened form of M. tuberculosis which will induce clement antibodies to fight against this type of bacteria. The efficacy of BCG vaccination can be ranging from 0% to 84%5. This may be due to the frequency of TB exposure and gra phic symbol of vaccine apply, leading to arguments on BCG vaccination efficacies4. One of the greatest arguments is that BCG vaccination causing positive reactions to tuberculin skin testing and hence interfere with the diagnosis of latent TB4. Existence of evidences showing the rates of efficacy also depends on geographical location, age at vaccination and form of TB further complicate the situation. Currently, TB chemotherapy is made up of combination of a list of first-line drugs isoniazid (isoniazid), rifampicin (RIF), pyrazinamide (PZA) and ethambutol (EMB) 6. If the sermon fails due to bacterial drug resistance, or patient unable to tolerate, second-line drugs for instance para-aminosalicylate (PAS), fluoroquinolones, ethionamide and cycloserine are introduced6. These are con locatingred as second line drugs generally either less potent with larger doses regimen or more toxic with serious side effects6.Tuberculosis is presently treated in two phases, namely initial phase and continuous phase7. In initial phase, the patient will be treated with concurrent use of four-spot first line drugs, with the aim to eradicate or control bacteria population to replicate in rapid drive and also avoid the emergence of bacteria resistance7. The discourse choices available for initial preaching include isoniazid, rifampicin, pyrazinamide and ethambutol7. Streptomycin is used rarely but can be used in patients who infected with bacteria that are resistant to isoniazid before the therapy is commenced7. The duration for initial phase is 2 months whereas the continuous phase takes 4 months7. During the four months of continuous phase, patients are treated with isoniazid and rifampicin at same doses7. Most of the TB treatment is supervised where drug administration needs to be amply supervised by healthcare professions since lengthy duration of treatment causing incompliance in patients7. These patients who are unlikely to be compliance will be effrontery the drugs th ree times a week until the course is completed while patients who able to comply with the treatment will not be supervised7.Despite the chemotherapy treatment and BCG vaccine, TB remains as a significant infectious disease due to increasing emergence of drug resistant TB and co-infection with Human Immunodeficiency computer virus (HIV) 6. Since the host defense in HIV patients is suppressed, they are more susceptible to TB infections. Moreover, drug- drug interactions between antiviral therapy and anti-TB also causing complications in treating co-infected patients6. dose resistant TB has evolved mainly because of improper treatment or incompliance in patients who stop taking their medications before the bacteria is beingness fully eradicated since the duration of treatment is lengthy which takes 6-9 months8, 9. The mechanism involved includes chromosomal mutations in genes that responsible for drug targets encoding9. When there is a sequential accumulation of mutations, multi-drug resistant tuberculosis (MDR-TB) emerges where the M. tuberculosis strains will resistant to two of the more or less commonly used drugs, Isoniazid and Rifampicin9. Patients with MDR-TB are thence relying on the second-line drug classes, fluoroquinolones and the three injectable agents namely amikacin, capreomycin, and kanamycin10, 11. The chances to cure would dramatically be reduced for patients who infected with extensively drug-resistant tuberculosis (XDR-TB), a situation where the isolated strains are resistant against any one of fluoroquinolones and at least one of three injectable drugs6.In order to combat with the MDR-TB or XDR-TB and optimize the tuberculosis drug regimen, it is crucial to understand the mechanism of action of current using first-line drugs and how resistance is bob uped against these drugs.Isoniazid (isoniazid) or isonicotinic sharp hydrazide is discovered in 1952, a disinfectant agent which active against organism of the genus Mycobacterium, especiall y M. tuberculosis, M. bovis and M. kansassi6, 12. In vivo, INH has shown to be bactericidal in culture over the first 48 hours which become bacteriostatic after this particular time frame12. This indicates that INH is bacteriostatic for slacken replicating bacilli but is bactericidal against rapidly dividing mycobacterium. The minimal tuberculostatic concentration is 0.025 to 0.05ug/ml13. INH is a prodrug that needs to be activated by catalaseperoxide hemoporotein, KatG before acts by inhibiting mycolic acrimonious subtraction and cadre argue disruption in susceptible mycobacterium13, 14. This inhibitory action is only targeted to mycobacteria since other bacteria do not contain mycolic acid in the cell wall13. INH acts by inhibit enoyl acyl carrier protein (ACP) reductase, InhA, and a beta-ketoacyl-ACP synthase, KasA that are crucial in fatty acid deductive reasoning system for mycolic acid15. justification to INH is believed due to mutations in gene encoding catalaseperoxi dase katG or InhA or lacking KatG 9, 14. Isoniazid is metabolised in the liver, mainly by acetylation and dehydrazination where slow acetylator may experience higher concentration leads to potential toxicity before excreted in the urine within 24 hours13.Rifampicin (RIF), discovered in 1963, is a lipophilic synthetical derivative of rifamycin antibiotic which is produced by the fermentation of a strain of Amycolatopsis mediterranei6, 9, 16. RIF has bactericidal activities against a broad spectrum of microorganisms including gram-positive and gram-negative. RIF will inhibit the action of DNA-dependent RNA polymerase of mycobacteria that is encoded by rpoB by dint of formation of a stable drug-enzyme complex9. This will suppress the initiation chain formation in RNA synthesis and hence command protein synthesis in M. tuberculosis9. Development of resistance to RIF is close toly due to mutation in 81 base pair region of rpoB gene thus facilitate a straightforward approach to detect MDR-TB since 85-90% RIF-resistant strains are also resistant to INH9. RIF produces peak plasma concentration of 7ug/mL in 2 to 4 hours after ingestion of 600mg17. It also distributed well to most of the body tissues and fluids, including cerebrospinal fluid since it is lipophilic17. Following absorption from the gastrointestinal tract, RIF is eliminated rapidly in the bile with fewer amounts excreted through urine17.Pyrazinamde (PZA) is discovered in 1954 and it produces excellent sterility effects against semidormant nodule bacilli at slightly acidic pH6, 9. The antimicrobial activity of PZA is through interference with mycolic acid synthesis in M. tuberculosis by pyrazinoic acid, an active moiety of PZA9. Conversion of PZA to pyrazinoic acid is mediated by pyrazinamidase enzyme that is encoded by pncA gene in M. tuberculosis, thus indicating that these bacilli are naked to PZA9. Resistance against PZA evolved when mutation occur at pncA gene that is responsible for pyrazinamidas e, hence affecting the activity of this enzyme9. PZA is well absent from gastrointestinal tract and is widely distributed to most tissues and fluid too17. The oral administration of 500 mg PZA produces plasma concentrations of 9-12ug/ml after two hours and 7ug/ml after 8 hours17. PZA is metabolized in liver whereas the metabolites are excreted through renal glomerular filtration17.Ethambutol (EMB) is discovered in 1962, acts as bacteriostatic agent and is active against undergoing cell division6, 18. EMB primarily targets on impairment of cell wall polymerization by inhibits arabinosy transferase, a vital enzyme responsible for mycobacteria cell wall biosynthesis9, 18. Since arabinosy transferase enzyme is encoded by embC-embA-embB genes, resistance against EMB evolved is believed due to mutation of these genes9. EMB is currently used as one of the first-line treatment for tuberculosis mainly because of its synergistic effect with other front-line drugs and its low toxicity propert y18. There is roughly 75-80% of an oral dose of EMB is rapidly mantled in gastrointestinal tract with absorption unaffected when administered with foods19. In addition, EMB is distributed widely to body tissues and fluid, including cerebrospinal fluid before being metabolized in the liver and excreted in urine19.Streptomycin (SM) is an aminoglycoside antibiotic, used as first line treatment for TB when it first discovered in 19441, 6. Streptomycin is isolated from the bacteria Streptomyces griseus and its antimicrobial effects against M. tuberculosis is extremely effective when use in combination with other first line agents20. However, SM is no longer considered as first line treatment as resistance against it has developed rapidly1. The optimum pH for SM is at pH8 where its bacteriostatic activity will reduce with increasingly acidic environment20. SM acts by bandaging tightly to A site of 16S ribosomal RNA subunit, interferes with mRNA translation, causing faulty protein being produced1, 9. Resistant emergence when the mutation occurs at gene rpsL and rrs that encoded for 16S and S12 ribosomal protein1, 9. Upon administration, SM is ailing cloaked from gastrointestinal tract and mostly administered parentally1. SM is mostly excreted in urine and patients with low renal profile might experience toxicity much(prenominal) as neurotoxic reactions1.When the first line treatment is no longer suitable for patients or patients develop multi-drug resistance TB, second line drugs will then be introduced in combating the TB. Second line drugs that are mostly used include Ethionamide (ETH), Cycloserine (CS), Para-Aminosalicylic Acid (PAS) and Fluoroquinolones (FQ).ETH has been in use since 1960s, is a structural analogue of INH and it targets at inhibition of mycolic acid biosynthesis in tubercle bacilli9, 21. INH however is much more potent than ETH since the minimal inhibitory concentration for ETH is 0.5-5.0ug/mL21. Resistance evolved due to mutation at gene I nhA and ethA which encode for oxygenase enzyme in activation of ETH 9.In vitro, CS has inhibitory effect on M. tuberculosis at 5-200ug/mL and there is no cross resistance occurred between CS and other drugs13. CS acts by interfereing the biosynthesis of bacterial cell wall13. CS is well absorbed in gastrointestinal tract and also widely distributed to body tissues and fluid including cerebrospinal fluid13.PAS was first introduced as first line drug but being replaced by Ethambutol in 1960s1. It acts bacteriostatically with possessing inhibitory effect at concentration less than 1mg/ml by interfere with folic acid metabolism in bacteria1. PAS is readily absorbed from gastrointestinal tract and distributed well throughout the body. Approximately 80% of the drugs will be excreted via kidney after being metabolized to acetylated form1.Moxifloxacin and Gatifloxacin are both been synthesized and evaluated as excellent bactericidal agents through inhibiting DNA gyrase, an ATP-dependent enz ymes topoisomerase II which is responsible in bacteria DNA transcription9. DNA gyrase is consisted of two subunits that is arranged in a complex, is encoded by two polar genes, gyrA and gyrB where mutations at gyrA will normally cause bacteria resistance to these new generation of flouroquinolones9.Due to the increasing incidence of multidrug resistance TB, it is super desirable to develop new drugs that are not only potent and effective against current resistant strains of M. tuberculosis but also possess shorter treatment duration since most of the incompliance of patients is brought up by lengthy TB treatment. Most of the mechanisms of action of current treatments are involved in interfering the bacterial DNA synthesis, protein and mycolic cell wall biosynthesis. The enzymes that participate in these pathways could also be the target of newly designed drugs such as TMC207, one of the new drugs which are currently under investigations and clinical trials.TMC207 is a member of di arylquinoline class of compound which target at adenosine triphosphate (ATP) synthase by binding to subunit C of the synthase, blocking the energy pathway of mycobacteria22, 23. In vitro, TMC207 not only possesses ability to inhibit both drug sensitive and resistant M. tuberculosis isolates, but also able to sterilize the patient through cleansing the dormant bacilli bactericidally22. TMC207 showed a minimum inhibitory concentration of 0.03ug/mL against M. tuberculosis, suggesting a more potent agent compared to current first- line treatments such as isoniazid and rifampicin23. Apart from that, its synergistic effect with pyrazinamide could promise as effective drug combination for sterilizing the patients against TB22. A phase I clinical trials which involved short wrong administration of TMC207 in healthy individuals showing no adverse effects and the subjects are well tolerated with it23. However, it is essential to investigate the selectivity of TMC207 against mammalian ATP sy nthase with longer periods to keep in line the patients safety when administered with TMC207.Thiacetazone (TAC) is widely used as second line anti-TB agent against multiresistant tuberculosis at present24. TAC acts by interferes the biosynthesis pathway of mycolic acid in tubercle bacilli24. The fact that M. tuberculosis has been difficult to eradicate and remains persistent is due to its cell wall that composed of mycolic acid which is resistant against chemical injury, dehydration and also has low permeability to antibiotics24. Mycolic acid contains cyclopropane rings that is activated through cyclopropane mycolic acid synthase (CMASs), has a significant contribution to tuberculosis24. By inhibiting the cyclopropanation, the cell wall biosynthesis will then be interrupted, introducing the bactericidal effects24.The aim of this research is to synthesis and evaluates the analogues of Thiacetazone which might be potential anti tuberculosis agents. The analogues will be tested agains t diametric strains of mycobacteria in lab. The target actions of these analogues will also be identified based on the structure of the analogues.The above analogue is synthesized when a benzylaldehyde reacts with a primary amine. This is a condensation process and an imine is produced. The changes at position R1 to R3 with different electron withdrawing groups are first planned to be evaluated. However, the plan is prohibited since the corresponding structures are either unavailable or too expensive that falling outside the budget. After revised on the previous analogues that were discovered and their respective MIC values obtained from lab, the structures of new analogues that are going to be evaluated are finally sorted out. The R1 to R3 positions would be replaced by either a -chloro or a -methoxy with R8 position would either be an amine, a methyl or a benzene ring. A chloro is used at position R1 to R3 since it is electron withdrawing, big and lipophilic molecule whereas the methoxy group is electron donating, small and quite lipophilic. For R8 position, an amine is selected because it is electron withdrawing and small. A methyl is also selected since it is quite lipophilic, small and electron donating. On the other hand, benzene ring which is highly lipophilic, neither electron donating nor withdrawing group might have a different effect on the analogue synthesized.ReferencesPatrick Brennan, Douglas Young (2008). Tuberculosis. 88(2), 85-86, 137-138, 162-163.Health Protection Agency. http//www.hpa.org.uk/HPA/National Health Services. http//www.nhs.uk/Pages/HomePage.aspxZaida Araujoa, Jacobus Henri de Waard, Carlos Fernndez de Larrea, Rafael Borges, Jacinto Convit (2008). The effect of Bacille Calmette-Gurin vaccine on tuberculin reactivity in indigenous children from communities with high prevalence of tuberculosis. Vaccine 26, 5575-5581.Hart and Sutherland (1977). BCG and vole bacillus vaccines in the prevention of tuberculosis in adolescence and earl y adult life. Br Med J2(6082), 293-295.Global Alliance for TB Drug Development. http//www.tballiance.org/home/home.php57th edition of British National Formulary Section on Tuberculosis drugs, 316-317.Blumberg, H. M. et al. (2003). American Thoracic Society/ Centers for Disease and Prevention/ Infectious Disease Society of American treatment of TB. Am.J.Respir.CareMed.167, 603-662.Suhail Ahmad and Eiman Mokaddas (2009). upstart advances in the diagnosis and treatment of multidrug-resistant tuberculosis. Respiratory Medicine 103(12), 1777-1790.Frieden TR, Sherman LF, Maw KL, et al. (1996). A multi-institutional outbreak of highly drug-resistant tuberculosis epidemiology and clinical outcomes. JAMA 276, 1229-1235.Mukherjee JS, Rich ML, Socci AR, et al. (2004). Program and principles in treatment od multi-drug resistant tuberculosis. fizgig 363, 474-481.Zhang Y. et al. (2003). Isoniazid. Tuberculosis 2, 739-758.Hardmn, J.G., L.E. Limbird, P.B Molinoff, R.W. Ruddon, A.G. Goodman (2006) . Goodman and Gilmans The Pharmacological Basis of Therapeutics. 9, 1164-1165.Zhang Y, Heym B, Allen B, Young D, Cole S (1992). The catalase-peroxidase gene and isoniazid resistance by Mycobacterium Tuberculosis. Nature 358, 591-593.Richard A. Slayden, Richard E. Lee and Clifton E. Barry (2002). Molecular Microbiology 38(3), 514-525.Rup Lal, Sukanya Lal (2005). Recent trends in rifamycin research. BioEssays 16(3), 211-216.Hardmn, J.G., L.E. Limbird, P.B Molinoff, A.G Gilman (2001). Goodman and Gilmans The Pharmacological Basis of Therapeutics. 10, 1278-1281.Raghunandan Yendapally and Richard E. Lee (2008). Design, synthesis and evaluation of novel ethambutol analogues. Bioorganic and Medical chemistry Letters 18(5), 1607-1611.McEvoy, G.K. (2007). Admerican Hospital Formulary Service. Besthesda, 551.Selman A. Waksman (1953). Streptomycin Background, Isolation, Properties and Utilisation. Science, 118(3062), 259-266.Sampson AE, Barry CE (1999). Abstract common Meeting American Societ y Microbiology. 99, 635.Andreas H.D., Alexander Pym, Martin Grobusch et al. (2009). The Diarylquinoline TMC207 for Multidrug- Resistant Tuberculosis. 360(23), 2397-2405.Anna C. Haagsma, Rooda Abdillahi-Ibrahim, Marijke J. Wagner, Klaas Krab, Karen Vergauwen, Jerome Guillemont, Koen Andries, Holger Lill, Anil Koul, and Dirk Bald (2009). Selectivity of TMC207 towards mycobacterial ATP synthase compared with that towardsthe Eukaryotic homologue. Antimicrobial Agents and Chemotherapy, 53(3), 1290-1292.Anuradha Alahari, Xavier Trivelli, Yann Gurardel, Lynn G. Dover, Gurdyal S. Besra, James C. Sacchettini, Robert C. Reynolds, Geoffrey D. Coxon, Laurent Kremer (2007). Thiacetazone, an Antitubercular Drug that Inhibits Cyclopropanation of Cell wall Mycolic Acids in mycobacteria. PloS ONE, 2(12) e1343.Mycolic acids are a complex mixture of branched, long-chain fatty acids, representing key components of the highly hydrophobic mycobacterial cell wall. Pathogenic mycobacteria carry mycolic ac id sub-types that contain cyclopropane rings. Double bonds at specific sites on mycolic acid precursors are modified by the action of cyclopropane mycolic acid synthases (CMASs). The latter belong to a family of S-adenosyl-methionine-dependent methyl transferases, of which several(prenominal) have been well studied in Mycobacterium tuberculosis, namely, MmaA1 through A4, PcaA and CmaA2. Cyclopropanated mycolic acids are key factors participating in cell envelope permeability, host immunomodulation and persistence of M. tuberculosis. age several antitubercular agents inhibit mycolic acid synthesis, to date, the CMASs have not been shown to be drug targets.We have employed various complementary approaches to show that the antitubercular drug, thiacetazone (TAC), and its chemical analogues, inhibit mycolic acid cyclopropanation. Dramatic changes in the content and ratio of mycolic acids in the vaccine strain Mycobacterium bovis BCG, as well as in the related pathogenic species Mycobac terium marinum were observed after treatment with the drugs. Combination of thin layer chromatography, mass spectrometry and Nuclear Magnetic Resonance (NMR) analyses of mycolic acids purified from drug-treated mycobacteria showed a significant going away of cyclopropanation in both the ?- and oxygenated mycolate sub-types. Additionally, High-Resolution Magic Angle Spinning (HR-MAS) NMR analyses on whole cells was used to detect cell wall-associated mycolates and to quantify the cyclopropanation status of the cell envelope. Further, overexpression of cmaA2, mmaA2 or pcaA in mycobacteria partially reversed the effects of TAC and its analogue on mycolic acid cyclopropanation, suggesting that the drugs act directly on CMASs.This is a first report on the mechanism of action of TAC, demonstrating the CMASs as its cellular targets in mycobacteria. The implications of this study may be important for the design of alternative strategies for tuberculosis treatment.

Oral And Written Feedback To Improve Writing English Language Essay

Oral And Written Feedback To Improve Writing English Language EssayThis instruct is an investigation of the perceptions ab turn verboten powerfulness of spoken and hold open feedback on composing of thirty-seven Kampuchean English- major students at the National University of Management (NUM). Two instruments were used to collect entropy from the oral exam feedback assembly (N=19) and the compose feedback grouping (N=18) before and after the two-month treatment questionnaires and student paragraphs. Results indicate that the two groups equally delivered better performance on holistic writing although oral feedback was viewed as preferable to write feedback. While the former positively impacted on both the micro-aspects (i.e. grammar, vocabulary, and mechanics and spelling) and the macro-aspects (i.e. content and organization), the latter(prenominal) encouraged rewrite totally in language and organization. The study suggests that student writing improve, regardless of feedback method that perceptiveness may non associate with revision that reading be integrated into L2 writing classes and that revision may correlate with feedback intake which depends on learner-focus and instructor-student interaction.IntroductionSince the late 1950s, attitudes towards the role of repairive feedback defecate changed along with the evolution of language instruct methodologies grounded on theories of both educational psychology and second language acquisition with the aim of enabling learners to acquire the target language effectively. In the late 1950s and 1960s, the Audiolingual regularity (ALM), based on behaviorism and structuralism, was very popular in second and distant language classrooms. Error field was seen as circumstances learners to form great habits by giving correct responses instead of making structural mistakes. In the 1970s and 1980s, Communicative Language Teaching (CLT), developed from nativism, was commonly practised to supply lea rners with communicative competence in terms of function over form or comprehensibility over grammaticality. It infers that formal correction should be discontinued since it was deemed as interfering rather than facilitating the acquisition of the target language. In the early 1990s, the Interaction Approach (IAA) emerged, and it entailed such trey dimensional phases as learning through in draw, exertion of language, and disciplinal feedback that comes as a result of interaction that arises authentically. Since the mid-1990s, the position of feedback, with the dominance of CLT, has been debated among the theorists, seekers, and practiti nonpareilrs in the fields of second language writing and second language acquisition. In 1996, Truscott, for example, claimed that feedback on student writing should be discarded because it is ineffective and harmful. Ferris (1997), on the new(prenominal) hand, argued that feedback is virtuous as it enables L2 students to revise their own writin g and assists them to acquire correct English.Because question evidence was scarce in support of feedback, both Ferris and Truscott called for further research into questions approximately the impact and provision of feedback on L2 student writing (Bitchener Knoch, 2009). Accordingly, a great body of research has been conducted with a look into instructor indite feedback correction strategies (e.g., Bitchener, Young, Cameron, 2005 Ferris, 1997 Ferris Roberts, 2001 Lee, 1997 Sugita, 2006), feedback forms (e.g., Hyland Hyland, 2001 Silver Lee, 2007 Treglia, 2008), feedback foci (e.g., Ashwell, 2000 Ellis, Sheen, Murakami, Takashima, 2008 Sheen, Wright, Moldawa, 2009), students attitudes toward feedback (e.g., Alamis, 2010 Lee, 2004, 2008a Saito, 1994 Treglia, 2008 Weaver, 2006), and teachers beliefs about feedback (e.g., Lee, 2004, 2008b). These studies suggested that feedback plays a pivotal role in helping L2 students improve the accuracy and quality of their writing. Thi s finding is in line with the Vygotskyan model of Zone of Proximal Development (ZPD) which claims that learners need to be provided with scaffolding to be undetermined of reaching a stage of autonomy and accuracy (Patthey-Chavez Ferris, 1997). However, m any(prenominal) of the studies have design flaws in terms of the small sample size or of not having a control group.Other studies explored the effectiveness of other feedback techniques oral feedback or teacher-student conferencing (e.g., Hedgcock Lefkowitz, 1992 Hyland, 2003 Marefat, 2005 Sheen, 2010a, 2010b), peer feedback (e.g., Kamimura, 2006 Rollinson, 2005 Tsui Ng, 2000), reformulation (e.g., Hyland, 2003 Santos, Lopez-Serrano, and Manchon, 2010), audio-recorded feedback (e.g., Huang, 2000 Jordon, 2004), and computer-mediated commentary (e.g., Ferris, 2003 Hyland, 2003 Hyland Hyland, 2006). However, most of the studies failed to examine which feedback mode was more than effective in up(p) student writing. Even though so me of them were comparative in nature, the studies were conducted solely with a group of English-as-a-second-language (ESL) learners. As a result, conclusion is hard to be drawn with regard to the effectiveness of each feedback strategy when it is applied in another classroom setting where English is in the Kachrus (1985) expanding circle or where English is taught as a foreign language. As Ferris (2003) put it, What is preferable cannot be equated with what is effective, and what is effective for one student in one setting might be less so in another context (p. 107).In light of the aforesaid insightful and support premise, this current quasi-experimental research attempts to compare teacher oral and written feedback in terms of perceptions and efficacy among Cambodian English-major students at the National University of Management (NUM henceforth).Definition of Terms Oral Feedback and Written FeedbackAccording to Rinvolucri (1994),the term feedback originates in biology and refer s to the message that comes back to an organism that has acted on its environment. In biology it describes a neutral process, a link in the chain of action and reaction.(p. 287)In second language writing, feedback can be defined as input from a reader to a writer with the effect of providing information to the writer for revision (Keh, 1990, p. 294). Simply put, the teacher suggests changes that will make the text easier for the audience to read, or that help the writer to be more aware of and sensitive to his/her reader. When the writer of any piece of writing gets the perspective of the reader, then that writer is able to see more clearly where any points of confusion exist. As Keh (1990) elaborates, The writer learns where he or she has misled or confused the reader by not supplying ample information, illogical organization, lack of development of ideas, or something like inappropriate word-choice or sift (p. 295). In this study, feedback can be operationalized in terms of oral and written feedback (Berg, Admiraal, Pilot, 2006 Hedgcock Lefkowitz, 1992 Hyland, 2003 Hyland Hyland, 2006 Patthey-Chavez Ferris, 1997 Sheen, 2010a, 2010b). Oral feedback (OF) refers to the provision of feedback on mistakes and weaknesses in content, organization, and language (i.e. grammar, vocabulary, mechanics and spelling) through face-to-face conferencing lasting about five minutes for each student-writer. In so doing, the teacher gives comments (in the forms of questions, imperatives, praises, and suggestions), provides correct forms or structures in faulty moveences, tells the location of errors, makes recasts, and gives prompts in the forms of elicitation, clarification requests, and repetition of errors. Written feedback (WF), on the other hand, refers to the correction of errors and weaknesses in content, organization, and language through writing on student paragraphs. In this regard, the teacher makes use of engage versus indirect correction, coded versus unco ded feedback, and marginal versus end comments, in the forms of corrections, questions, imperatives, praises, and suggestions.Literature ReviewWritten feedbackA number of studies have been do to examine what to be commented on for all-important(a) revision. For example, Ellis (1994), revaluationing several studies on what effect formal corrections have on language acquisition, concluded that the learners whose errors are corrected improve the accuracy of producing existential structures (i.e. at that place is/are). However, the Ellis-reviewed studies entail only focused feedback, meaning that only one linguistic feature is targeted. Kepner (1991), in a comparative study of feedback on content and grammar, anchor that students who receive content feedback fetch writing that has better content than those who receive grammar feedback. He also be that students who receive formal feedback do not produce fewer errors than the uncorrected group. In another study, Leki (1991) asked 1 00 ESL freshmen to complete questionnaires to examine how effective feedback was and how they reacted to the positive and negative comments on both form and content. He found that correcting errors in both form and content is beneficial since good writing is viewed as equated with error-free writing.Moving a step away from what to be commented on, several studies have been carried out to investigate how errors should be corrected to improve student writing. According to Ellis (1994), formal feedback is helpful to L2 acquisition only if problems are corrected implicitly or only if the errors are induced and then corrected. In a interchangeable vein, Weaver (2006) explored how 44 students in the Faculty of Business, Art and Design perceived written feedback and if the feedback that they received showed a student-centered approach to learning. In light of interviews, questionnaires, and feedback content, he found that teacher comments are useful only if they are particularised and cl ear, give fitting guidance, focus on positive points, and are link to assessment criteria. Ferris (1997), examining over 1,600 marginal and end comments written on 110 first drafts by 47 university ESL students, found that marginal comments are more present(prenominal) and easier for students to locate errors and revise, whereas end comments can be more useful for writing development since they summarize major problems. Marginal comments are also deemed to be more motivating since the reader is actively engaged with the writers text (Goldstein, 2004, as cited in Hyland Hyland, 2006).In a related vein, much research has focused on whether comment types influence revisions and which of them are more, if not the most, effective. In so doing, Sugita (2006) analyzed 115 revised papers by 75 EFL students at a private university in Japan. He found that imperatives are more effective than statements and questions. In contrast, Conrad and Goldstein (1990, as cited in Hyland Hyland, 2006 ) found that imperatives, declaratives, or questions were less effective than the type of problem in the feedback. They further explained that problems related with facts and details were successfully revised by 50%, while those dealing with ratiocination and analysis were successfully revised only by 10%. Treglia (2008) interviewed two teachers and fourteen students in a community college in the United States to examine how the students reacted to the feedback prone by the teachers in the forms of mitigation and unmitigation. This study showed that the students saw both mitigated and directive comments easy to revise, but they liked the feedback in the forms of acknowledgements, suggestions, and choices. Alamis (2010) investigated the reactions and responses of 141 students at the Faculty of arts and Letters of the University of Santo Tomas towards teacher written feedback. In light of questionnaires and student essays, Alamis found that praises are superior to criticisms and th at content feedback should entail suggestions rather than questions, direct corrections, and indirect corrections. However, this study is a result of opinion-based responses, so it may be hard to conclude that its findings were valid.Many other researchers have moved farther to find out the finish to which teacher written feedback should be do explicit and sufficient in order to encourage comprehension and revision. In so doing, Enginarlar (1993) used 20-item questionnaires to examine the attitudes of 47 freshmen at Middle East Technical University to coded feedback and brief comment in English Composition I class. This study revealed that the participants like the two feedback types, seeing review work as a type of co-operative learning in which the amount of work and responsibility is shared by students and teachers. Ferris and Roberts (2001) also explored how explicit error feedback should be to help students to self-revise their papers. By analyzing papers written by 72 univer sity ESL students, they found that the treatment groups outdo the control group in relation to self-revision, but the coded feedback group is not statistically different from the uncoded feedback group. Ferris and Roberts also concluded that less explicit feedback seems to facilitate self-revision just as well as corrections coded by error type. Ferris (2003), in her review of three key studies, suggested that comprehensive feedback (i.e. all errors marked) is preferable to selective one (i.e. only some errors marked) and that indirect correction (i.e. coded and uncoded errors) is more effective than direct one (i.e. teachers making the corrections for students). Lee (2004) analyzed teacher error correction tasks and used questionnaires to and follow-up interviews with teachers and students to examine their perspectives on error correction practices in the Hong Kong secondary writing classroom. Like Ferriss (2003) reviewed studies, this research showed that comprehensive error feed back encourages substantive revision and that students depend on teachers to correct their errors.Oral feedbackThe effectiveness of oral feedback for improving student writing has still got very few answers (Hyland Hyland, 2006). As such, several studies have been done to examine teacher-student dialogue, and they found that successful conferencing rests on the synergistic nature. For example, Hyland (2003) claimed that conferencing is fruitful when students are actively involved, asking questions, clarifying meaning, and arguing instead of accepting advice. Johnson (1993, as cited in Gulley, 2010) did a qualitative study and concluded that the question, a tool often used by teachers and tutors during a writing conference, can be ineffective in eliciting a meaningful response from students (p. 13).By contrast, Carnicelli (1980, as cited in Gulley, 2010), in his qualitative study among English-major students at the University of New Hampshire, showed that conferencing is more prefe rable to in-class teaching. He also noted that conference might fail if the teacher does not listen to the student, if the student expressions insecure, or if the student does not remember the teachers comments (p. 13). However, this study has a design flaw in terms of not having a control group, so it is hard to conclude if such a preference is a result of conferencing, instruction, or practice. In his response to Carnicelli, Keh (1990) did his article review and pointed out that conferencing fails when the teachers take an authoritarian role, dominate the conversation, and pay no attention to what their students ask during the dialogue. He also noted that teacher-students conferencing is more effective than teacher-student conferencing since the former allows them to learn ideas and problems from one another.Moving a step away from the teacher-student interaction, several studies have been conducted, focusing on students-related variables that may affect the substantive revision of student writing. In so doing, Marefat (2005) examined the perception about the efficacy of oral feedback on the improvement of writing among 17 male and female Iranian students of English as a foreign language. He found that males could write paragraphs better than females, whereas females outperformed males in essay writing. He concluded that the students can produce pieces of writing with better quality, regardless of the feedback technique. Patthey-Chavez and Ferris (1997, as cited in Hyland Hyland, 2006) investigated how four writing teachers did conferencing with poorer and better students. They found that however useful teacher suggestions were for revision, the poorer students seemed to use advice more often than their counterparts. Better students were more self-confident, and they often used teacher suggestions as a base to revise their own writing. The co-researchers suggest that in the case of less capable students, conferences may be harmful if they entail appropria tion rather than intervention.In another study, Goldstein and Conrad (1990, as cited in Hyland Hyland, 2006) noted that the L2 learners having cultural or social inhibitions about engaging informally with teachers are most probably to passively and unreflectively use teacher advice to revise their writing. The co-researchers found that only students negotiating meaning well in conferences were able to perform revision more successfully. This finding was similar to that of Williams (2004, as cited in Hyland Hyland, 2006), claiming that students were successful in using advice when teacher-suggestions were direct, when students actively engaged in negotiating meaning, and when they took notes of teacher comments, during the dialogues. Williams also added that negotiation is a precondition for revising higher-level texts, although her research suggested that conferencing has greater impact on correcting local errors (as cited in Hyland Hyland, 2006). However, the findings of all th e four studies are based on the small sample size, so it is unclear if conferencing strategies and other contextual factors play a part in improving student writing.In line with the studies grounded on L2 writing theory, a number of studies have been done based on the theories of second language acquisition to investigate the impacts of indirect and direct corrective feedback, focusing on single linguistic structures. For example, Ellis, Loewen, and Erlam (2006, as cited in Sheen, 2010b) did an experimental study to examine whether implicit or explicit feedback is more helpful for adult ESL learners to acquire regular past tense. They put the students into three groups the group with implicit recasts, the group with explicit metalinguistic feedback, and the group without any corrective feedback. The findings showed that both implicit and explicit feedback does not have any impact on the immediate posttests, but the latter is more effective than the former on the delayed posttests. I n another study, Sheen (2007, as cited in Sheen, 2010b) found that explicit corrective feedback is superior to implicit corrective feedback in terms of formal acquisition in both the immediate and delay posttests when the former is provided in the form of metalanguage and the latter in the form of recasts.Several other studies have also been done to compare input-providing feedback in the form of recasts with output-prompting feedback in the forms of elicitation, clarification requests, repetition of error, and metalinguistic clues. Lyster (2004, as cited in Sheen, 2010b) did a study with a group of fifth-grade French learners to examine whether recasts or output-prompting feedback methods encourage more accuracy of using articles agreeing with the gender of nouns. The study revealed that the output-prompting group solely outdid the control group on all eight measures of acquisition. Ammar and Spada (2006, as cited in Sheen, 2010b) investigated if recasts are more effective than pro mpts on the acquisition of possessive pronouns among six-grade learners in intense ESL classes. They found that prompts were more helpful only for students with pretest dispatchs below 50 percent, whereas recasts and prompts together were less effective for those whose scores were below 50 percent. However, these studies entail only focused corrective feedback, meaning that only one linguistic feature was targeted. Therefore, the results are hard to be generalized since the effects of recasts and prompts might be different if multiple-linguistic features are corrected.Research QuestionsAs can be seen, no research had been conducted before to explore the comparative effectiveness of oral and written feedback in improving student writing in the context where English is in the Kachrus (1985) expanding circle. Accordingly, the present study sets out to look for answers to the following two research questionsHow do Cambodian English-major students at NUM perceive oral and written feedb ack?Which feedback strategy, oral or written, is more effective in improving student writing as measured by writing performance?MethodologyParticipantsThirty-seven students participated in the present study, 19 of whom were males and 18 were females, with an average age of 22.59 (SD=.62) years. They were English-major students at NUM, and they had been learning English since Grade 7 of Cambodian Secondary Education (G7CSE) under the Ministry of Education, Youth, and Sports (MoEYS). The subjects were selected from each English class of the university based on the pre-treatment scores of 150-word paragraph writing. Based on this criterion, 19 of them were put into the oral feedback (OF) group, and 18 were filtered into the written feedback (WF) group. A control group was excluded from this study for two main reasons. First, it is believed that feedback is an essential element, so to get student to write without feedback would be unfair to them. Second, it is claimed that one of the th ings that students expect from teachers is feedback, so to deny them feedback would be unethical.InstrumentsTwo instruments employed in this study were questionnaires and student paragraphs, both of which were used for data triangulation. The questionnaire, questionable Affective and Effective Response Feedback (AERF), consists of three sections with a total of 22 items Section A (A1-4 for Demographic Data), Section B (B1-9 for Effective Responses), and Section C (C1-8 for Affective Responses). A five-point Likert scale (1=Strongly Disagree, 5=Strongly Agree) was utilized for the 17 items in the latter two sections (B1-9 and C1-8), and several items thereof (i.e. B1, B3, B5, B8, C2, C5, and C8) were reverse-ordered to reduce response set bias. A statistical validity analysis showed that EARF was reasonably reliable with the Cronbachs Alpha harbor of .853.The student paragraphs were collected before and after the two-month treatment, and they were inter-rated by three well-trained teachers each with more than four-year meet of teaching writing skills to English-major university students. The scoring was performed based on the researcher-formulated criteria divided into content, organization, grammar, vocabulary, mechanics and spelling, each of which earns equal marks (1=Very Poor, 5=Excellent), with the total score of 25. The reliability of the inter-rated scores employed by the present study was .789 for the pre-treatment scores and .806 for the post-treatment scores, using Cronbachs Alpha coefficient of internal consistency.ProceduresBefore this study, letters were sent to the Chair of Foreign Languages Center (FLC) of NUM, where it was conducted, and finally to the Rector of the university as well. Once approval letters were received, the researcher went on to select classes for both groups (OF and WF) and sent out informed consent forms.There were informative meetings with both groups of participants to let them know about the study and to receive signed informed consent forms. It was also made clear to the subjects that this study would not affect their course grades. They responded to the questionnaires anonymously, and those who mastered more than 80 percent of the total scores in paragraph writing would be awarded with Certificate of Recognition in order to motivate them to write and incorporate the feedback they had received from one week to another into their revision process. Data collection was conducted in the following steps.First of all, the students were asked to write a 150-word paragraph about the person whom I admire in my life. The paragraphs were then collected and inter-rated by three well-trained lecturers who had been teaching writing skills for more than four years. Based on the results, the participants were divided into two groups of similar size (OF=19, WF=18) and overall equivalent writing competence. An independent-samples t-test revealed that the overall mean score of the oral feedback group constituted 1 6.47 (SD=3.042) and that of the written feedback group was 16.46 (SD=3.045).Then, the treatment was conducted for two months with single-draft feedback provided on each of the three paragraph types taught during this experimental period narrative, process, and compare-contrast. The topics included my smart story, how to make a nice cup of coffee, and rural life and city life. The feedback on each topic was comprehensive and targeted all aspects of writing content, organization, grammar, vocabulary, mechanics and spelling. In this regard, various feedback strategies of each commentary mode were employed to ensure that both groups would receive similar treatment condition and that they would provide more authentic responses to the research questions. It is worth noting that the treatment (i.e. the delivery of feedback) was undertaken with specific reference to the operationalized terms at the very beginning of this study (Please refer to pages 3-4.).Soon after the two-month study, th e participants were again asked to write a 150-word paragraph about one of the three topics (i.e. my bedroom, my house, or my favorite place), complete the questionnaires consisting of both close- and open-ended items. Finally, the data obtained from the questionnaires and student paragraphs were coded and input into SPSS 19.0 with the utilization of one-sample t-test, independent-samples t-test, and paired-samples t-test for data analysis, using the test value of 3.5 and the significant level of .05.Findings and DiscussionResearch question 1 How do Cambodian English-major students at NUM perceive oral and written feedback?A one-sample t-test was employed to provide descriptive statistics by comparing the mean scores and standard deviations of the oral feedback group and the written feedback group with the test value of 3.5 rather than with those of the written feedback group and the oral feedback group, respectively (i.e. oral feedback group vs. written feedback group, and vice ver sa). Table 1 shows that the students had highly positive attitudes towards oral feedback in the forms of detailed correction (M=4.42, SD=.838, p=.000), comprehensive suggestion (M=4.26, SD=.806, p=.001), and sincere praise (M=4.00, SD=.816, p=.016), which thus enabled them to write with increased confidence (M=4.26, SD=.452, p=.000). This preference was due to the fact that oral feedback was perceived as the cornerstone of building closer bonds (M=4.16, SD=.765, p=.001) between the student and the teacher who always paid surplus attention during each dialogue (M=4.58, SD=.507, p=.000). However, no statistical differences were significant in motivation (C5. It encouraged me to work harder on my revision) and sufficiency (C8. It was helpful enough for my revision), the p-values of which constituted .137 and .497, respectively.Table 1Descriptive statistics for affective responses of OF groupMSDtdfpC1. It made me feel I had a more personalized and human relationship with my teacher.4. 16.7653.75018.001C2. I did not feel more confident about my writing. (Reverse-ordered)4.26.4527.35318.000C3. It gave more details about the errors in my writing.4.42.8384.79318.000C4. It gave more details about how I can improve my writing.4.26.8064.12918.001C5. It discouraged me from working harder on my revision. (Reverse-ordered)3.84.9581.55618.137*C6. Praise was helpful for my revision.4.00.8162.66918.016C7. I got special attention from my teacher.4.58.5079.27118.000C8. It was not helpful enough for my revision. (Reverse-ordered)3.681.157.69418.497** p .05 (not significant)As can be seen in Table 2, students preferred written feedback in the forms of comprehensive correction (M=4.39, SD=.698, p=.000), detailed suggestion (M=4.39, SD=.608, p=.000), and sincere praise (M=4.22, SD=.647, p=.000), to make them feel more confident about their writing (M=4.00, SD=.594, p=.002). A one-sample t-test also indicates that statistical differences were significant in attention (C7) M=4.22, S D=.808, p=.001, but not in relationship (C1, p=.655), rise (C5, p=.055), and sufficiency (C8, p=.080). Taken Tables 1 and 2 together, oral feedback, unlike written feedback, builds closer bonds between the teacher and the student because the former tends to be more interpersonal in terms of reciprocal attention during the dialogue. While written feedback, if it includes encouragement and personal, text-specific comments, can also strengthen teacher-student relationships, it is not the same experience as sitting down face-to-face for negotiation and questions.Table 2Descriptive statistics for affective responses of WF groupMSDtdfpC1. It made me feel I had a more personal and human relationship with my teacher.3.611.037.45517.655*C2. I did not feel more confident about my writing. (Reverse-ordered)4.00.5943.57117.002C3. It gave more details about the errors in my writing.4.39.6985.40417.000C4. It gave more details about how I can improve my writing.4.39.6086.20617.000C5. It discourag ed me from working harder on my revision. (Reverse-ordered)4.001.0292.06217.055*C6. Praise was helpful for my revision.4.22.6474.73817.000C7. I got special attention from my teacher.4.22.8083.79017.001C8. It was not helpful enough for my revision. (Reverse-ordered)3.001.138-1.8717.080** p .05 (not significant)Table 3 presents the descriptive statistics of the perceptions about the impact of oral feedback on improving student writing. A one-sample t-test was performed with the test value of 3.5 and the p-value of .05. The results show that oral feedback was viewed as effective in encouraging substantive revision of organization (B4) M=4.32, SD=.671, p=.000, clarity (B1) M=4.05, SD=.780, p=.006, content (B5) M=4.00, SD=.577, p=.001, and grammar (B2) M=3.95, SD=.705, p=.013. Significantly, oral feedback was also seen as enabling students to use specific linguistic features in conformity to different genres or text-types (M=3.95, SD=.705, p=.013). Such an improvement was strongly confi rmed by the

Telecommunications Services of Trinidad and Tobago Company

Telecommunications Services of Trinidad and Tobago CompanyI have been employed with the Telecommunications Services of Trinidad and TobagoCompany Limited (TSTT) for the past fourteen yrs. TSTT was historically, the whiz provider of telecommunications services in Trinidad and Tobago until the mid 1990s when, pursuant to a World Trade Organisation Agreement in 1997 on Basic Telecommunications, 69 countries agreed to liberalise their telecommunications sectors and to open their domestic markets to foreign companies.This agreement resulted in the entry of several competitors in Trinidad and Tobagos telecommunications market thereby ending TSTTs monopoly status.Against this backdrop, TSTT which provided primarily stubborn line, mobile and internet services, engaged Goulet Telecom International Inc. to examine the impact of globalization on its operations.Strengths Weaknesses Opportunities Threats Analysis (SWOT)Gregory G. Dess, G.T. Lumpkin, Alan B. Eisner (2007) Strategic Management T ext and Cases, third ed. , newborn York, McGraw-Hill Irwin states One of the most basic techniques for analysing firm and industry conditions is SWOT analysis. SWOT stands for clevernesss, weaknesses, opportunities, and holy terrors. SWOT analysis provides a framework for analyzing these four elements of a companys internal and remote environment. It provides raw material-a basic listing of conditions both inside and surrounding your company. The strengths and weaknesses portion of SWOT refers to the internal conditions of a firm-where your firm excels (strengths) and where it may be lacking telling to competitors (weaknesses). Opportunities and threats ar environmental condition external to the firm. Opportunities and threats argon in like manner present in the agonistical environment among firms competing for the homogeneous customers.(p 49)An analysis of the strengths, weaknesses, opportunities and threats for TSTT in a competitive environment is highlighted, at Appendix A.StrengthsOne of the major strength of TSTT is its human resource capital and in single- entertaind functionicular, the leadership and experience of its decision maker perplexity police squad which has steered the Company by dint of the process of liberalisation in 2006, to its current station of sustained profitability.The strength of the Company is reflected in the leadership skills and managerial acumen of the executive team who ensured that the Company retained substantive market share since the liberalisation of the sector. Management of TSTT have become more than strategic in their thinking and in their of way developing new and innovative technology. TSTT are also developing the intellectual capacity of the workforce through e-learning, training and development program and courses.The strength of the Companys human resource capital is also reflected in the Companys middle management and Senior and Junior Staff employees who have successfully implemented the Companys strategic initiatives such as the deployment on new customer services such as Internet Protocol Television (IPTV) and BLINK Broadband.WeaknessesOne of the major weaknesses which have been set at TSTT is its poor network infrastructure and aged plant which has occasionally resulted in the delivery of poor customer service to its subscribers in many instances customers are make to wait for as long as a year to have their phones repaired especially if it is cable related issue.TSTTs aged outside plant has also had an impact on the Companys ability to provide new services such as IPTV to some of its customers due to the unavailability of upgraded plant facilities in certain areas of the country.As a result of the aged plant facilities, the Company has not rolled outits IPTV service throughout the country, thereby precluding it from effectively competing with FLOW, the dominant Cable TV provider which services the entire country.Another weakness is that TSTT was only able to focus on customer service when it was faced with competition, only then did the prices of the companys goods and services were reduced.OpportunitiesTSTT has desire to capitalize on by its foray into the entertainment sector through the provision of IPTV, a new service which it now provides in selected areas in Trinidad.The IPTV production which is branded ostentate Entertainmentis a digital television service which, instead of delivering content through traditional broadcast and cable formats, is received by the mantrap using internet protocol technology.TSTT, like many of the worlds major telecommunications providers is exploring IPTV as a new revenue opportunity from its existing and potential subscriber behind and as a defensive measure against encroachment from competitors such as FLOW, a conventional cable television provider which now provides internet and instance services.Another new market which TSTT has sought to penetrate is the earnest services sector with the launch of it s Blink Vigilance auspices Service.This product which was launched on November 3rd 2009 (along with Blink Entertainment) is a wireless security surveillance system which TSTT offers to both commercial and residential subscribers.Trinidad and Tobago Guardian Newspapers, November 4th 2009 stated The opportunity to pursue this strategic initiative is as a result of the growing criminal activity in Trinidad and Tobago which has driven a demand for security services a insinuate which was made by Dennis Gordon, Vice President, Organisational Risk and Security Services at the launch of the product.TSTT provides the infrastructure used by security companies to operate their business, its entrance into the security services sector provides an excellent opportunity for the Company to increase its revenue streams and maintain its viability in a competitive telecommunications market.The provision of these two new services, Blink TV and Blink Vigilance are therefore two examples of how TSTT ha s created new opportunities for itself based on consumer needs and changes in the social environment.ThreatsOne of the most significant threats faced by TSTT was that provided by its competitors in the mobile services market as a result of the deregulation of the telecommunications sector in 2006.As a consequence of the liberalisation of the market, Digicel, began whirl mobile service which for the first time gave the population of Trinidad and Tobago a choice of wireless providers.The introduction of Digicel into the Sector was expected to back out substantial market share from TSTT which had previously enjoyed monopoly status.TSTT Financial Reports stated The extent of the threat posed to TSTT by its main competitor is reflected in the Companys financial results in the immediate aftermath of Digicels entry into the market. In the financial year 2006 to 2007, TSTT suffered a financial loss of TT $122 M as compared to the financial year 2005 to 2006 where it made a profit of $261 million.Likewise, FLOW, a Company that had traditionally provided only Cable TV service, became in May of 2008, the first Triple Playprovider of telecommunications services in Trinidad with its offering of Cable TV, Broadband and Landline Voice Services to the population at large.As a result of FLOWs strategic initiatives, TSTT is now faced with an additional threat to its revenue streams in the Broadband and Landline Voice sectors.PEST ANALYSISTSTTs PEST analysis focuses on the following factors, Political, Economic, Social and Technological scan of the macro-environment in which the organisation operates. The political environment as it presently relates to TSTT is one of uncertainty. This has been mainly as a result of the change in government of Trinidad and Tobago on 24 May 2010 the board of directors resigned since they were politically appointed and to date no board has been appointed. This has result in the capital expenditure budget for the various departments not organism past. To this extent certain activities have been at a stand-still such as the cut-over of new infrastructure in Penal, Fyzabad areas which would allow the company to provide a more efficient and reliable telephone service to the people living in these areas.TSTT has also been impacted by economic factors from the environment with the liberalisation of the telecommunications market TSTT has not given an increase in salary to its junior and senior supply workforce. Due to the liberalisation of the market as stated before this has resulted in TSTT loosing part its customer base to its competitor resulting in a decrease in the companys profit margins in 2005-2006 of TT$122m.TSTT has been a socially responsible organisation, sponsoring local white activities and teams, TSTT has been and still is the main sponsor for theSoca Warriors Trinidad and Tobagos national football team.Through its Employee Wellness Program various initiatives have been made available to employees such as inter nal and Substance Abuse Programs. Recently, due to the outbreak in the H1N1 virus TSTT has taken the initiative to bring-in at the various work locations, personnel from the Ministry of Health to immunize supply against the virus and other illnesses.Among the social and cultural events covered by TSTTs Employee Relations department are Thanksgiving prayer meetings at the end of the last year and start of the new-year, Employees calypso competition, secretarys day, Sports and Family day, Emancipation and Indian arrival day activities etc. These are undertaken to allow the various levels staff in this multi-cultural, racial country to interact as one and enjoy the social, cultural and sporting activities. It fosters a culture of trust, harmony and cooperation between the hierarchical levels in the organisation. These activities also encourage or motivate both customers and employees to buy-in to the policies of the company and encourage loyalty.Through the use of concept, research and development TSTT has been able to develop new technologies which would allow it to maintain its competitive advantage in the face of competition. This can particularly be seen through the companys use of technology to penetrate new markets such as the provisioning of Internet Protocol Television and residential and business security and alarm systems.Industry AttractivenessIn determining Industry Attractiveness, the issue of Competition must be taken into consideration, as this leave behind have an impact on the threat of new entrants and competitive rivalry within the market from FLOW and Digicel. TSTT no longer enjoys being a monopoly just now has to share its market with other competitors.Buyers would also have more bargaining reason since they have a wider variety from which to choose as a consequence of the liberalisation of the telecommunications market as a result consumers are more likely to purchase where they can get value for their money. TSTT also has to argue ag ainst substitute goods and services, for example customers may not purchase their mobile phones from TSTT but from its competitor. The customer may simple pay TSTT for the use of the service of being connected to its network, therefore the company loses on it sale of mobile phone.Suppliers of TSTT would also have bargaining power as to what price they charge you for their goods since they can sell the same goods to your competitors and it you want to maintain competitive advantage over your competitors you would want to enjoy first market advantage and market leadership by providing new and innovation technology to your customers before your competitors. (See Appendix B)STAKEHOLDER ANALYSISStakeholder Analysis is necessary because it provides information indicating the level of make for and expectations of the various stakeholders within the environment.As it relates to the Companys (TSTT) relationship with its employees and the representative confederacy a great deal of mistrust exists between this group and Management. In addition during times of industrial unrest it is alleged that the Union is able to influence workers to either work-to-rule or down tools.With regards to the customers, if customers are not satisfied with the quality or price, the opening-up of the Telecommunications Sector could cause customers and have caused customers to migrate to other service providers. Customers tang that they can getting better service for their money have chosen to migrate to Digicel or FLOW where they believe they are getting better value for their money.The management group needs to understand, in addition to managing, emphasis needs to be placed on effective Leadership and to an extent leadership by example. Over the past seven years junior and senior staff employees have not received a salary increase while management level continue to be paid incentives on a yearly basis for meeting their set objectives. This has left employees feeling disenchanted and de- motivated with management. (See Appendix C) assessment of TSTTs positionHaving assessed the SWOT elements that TSTT is faced with in its internal and external environment since the advent of competition, one may conclude that the organisation has been able to maintain its position as the dominant entity Trinidad and Tobago telecommunications sector.This has been facilitated by the leadership of the executive management team which has taken strategic initiatives such as the investment of over $700 million in new technology in order to address the weakness associated with the Companys aged plant. This investment has also given TSTT a competitive advantage in the IPTV and Security services market as the Company has exploited the opportunities in its external environment to create new revenue streams for itself.Porters five forces can be seen through the threat of potential entrants in this case FLOW and Digicel, since TSTT no longer exist in a monopolistic market customers have bargain ing power and this was seen when TSTT had to reduce its prices to be more competitive. Suppliers in this case also bargaining power with more than one telecommunications company to sell mobile telephones so they are able to bargain as to which telecommunications company what to sell them and at what price. Competitive rivalry is evident when TSTT promotes it mobile phones at reduced prices and the competitor Digicel also reduces its prices in order to compete with TSTT.The financial results of TSTT since the liberalisation of the market therefore supports the proposition that the organisation has been able to manage the threats posed by its competitors as evidenced by its after tax profits since 2006.In this type of arrangement, emphasis is being placed on maintaining Strengths, exploring and analyzing Opportunities, improving or outsourcing Weaknesses and identifying, developing and implementing Plans to overcome Threats this is the strategic focalization of the company.Conclusion Through strategic planning and implementation TSTT was successfully able to maintain its leadership position in the telecommunications market in Trinidad and Tobago in a liberalised, global market. The organisation was able to convert its weaknesses into strengths and threats in to opportunity to maintains competitive advantage. Though its leadership and strategic management, innovative strategies and technologies were developed allowing for training and development of staff thereby providing opportunities for staff to be promoted within the organisation.

Graduation Speech -- Graduation Speech, Commencement Address

If I was asked to describe the attitude of the common high school educatee with one word, I would choose the word why. We seem to be constantly questioning everything that appears out of the ordinary, anything that departs from the routine which has been established for us. We seem to be intolerant of anything that our MTV finis has decl ard uncool. As we graduate from Washington High School, we must stop asking why and start asking why not. We should be open to anything as we venture into what society has labeled the real world. No longer should we limit ourselves to the same environment and small group of people we have grown habituate to. In turn, we should no longer limit ourselves to the same view of the world. Life is merely a collection of experiences. However, how many different experiences can you have if you are constantly asking why? If we refuse to venture into the world and see what, in fact, is out there, we may never find our true calling. For it is through experien ces that we bequeath find who we really are and what we truly believe. Somewhere out in the d...

Rediscovery of the Voice in Charlotte Brontes Jane Eyre Essay

Jane Eyre Rediscovery of the Voice Jane has endured hell. Indeed, most of this novel becomes a test of what she can endure. Helen Burns and Miss Temple teach Jane the British stiff fastness m discoverh and saintly patience. Then Jane, star pupil that she is, exemplifies the stoicism, while surviving indignity upon indignity. Janes soul hunkers down deep inside her body and waits for the shelling to stop. scarcely at Moors End, where she teaches and grows, does her soul come out. She stops enduring and begins living. Jane begins to become an I in her 19th year. In the sentence, Reader, I married him. Jane makes make believe who is in charge of her life and her marriage she is. That I stands resolutely as the subject of the sentence commanding the verb and attaching itself to the object, him. She is no longer passive, waiting and sitting for Rochesters attention. Rather, she goes out and gets him. She has gone a long way from the beginning of the novel. At Gateshead, Jane tries t o direct her life. Her little I scolds Mrs. Reed and chastises John. Like the later Jane, she knows... Rediscovery of the Voice in Charlotte Brontes Jane Eyre Essay Jane Eyre Rediscovery of the Voice Jane has endured hell. Indeed, most of this novel becomes a test of what she can endure. Helen Burns and Miss Temple teach Jane the British stiff upper lip and saintly patience. Then Jane, star pupil that she is, exemplifies the stoicism, while surviving indignity upon indignity. Janes soul hunkers down deep inside her body and waits for the shelling to stop. Only at Moors End, where she teaches and grows, does her soul come out. She stops enduring and begins living. Jane begins to become an I in her 19th year. In the sentence, Reader, I married him. Jane makes clear who is in charge of her life and her marriage she is. That I stands resolutely as the subject of the sentence commanding the verb and attaching itself to the object, him. She is no longer passive, waiting and sitting for Rochesters attention. Rather, she goes out and gets him. She has gone a long way from the beginning of the novel. At Gateshead, Jane tries to direct her life. Her little I scolds Mrs. Reed and chastises John. Like the later Jane, she knows...