How to Calculate Acceleration The 3 Formulas You Need

Step by step instructions to Calculate Acceleration The 3 Formulas You Need SAT/ACT Prep Online Guides and Tips Hold up, you truly went from zero to sixty there! Have you at any point heard somebody utilize the figure of speech zero to sixty as I did in the above model? At the point when somebody says something went from zero to sixty, they’re truly expressing that things quickened rapidly. Speeding up is the sum by which the speed of something changes over a set timeframe. In this article, we’ll be speaking about speeding up: what it is and how to figure it. Lock in! What Is Acceleration? Quickening is the pace of progress of speed over a set timeframe. You have to have both speed and time to compute increasing speed. Numerous individuals mistake quickening for speed (or speed). Above all else, speed is basically speed with a bearing, so the two are regularly utilized conversely, despite the fact that they have slight contrasts. Speeding up is the pace of progress of speed, which means something is getting quicker or more slow. What Is the Acceleration Formula? You can utilize the increasing speed condition to ascertain quickening. Here is the most widely recognized increasing speed equation: $$a = {îv}/{ît}$$ where $îv$ is the adjustment in speed and $ît$ is the adjustment in time. You can likewise compose the increasing speed condition this way: $$a = {v(f) - v(i)}/{t(f) - t(i)}$$ In this increasing speed condition, $v(f)$ is the last speed while is the $v(i)$ introductory speed. $T(f)$ is the last time and $t(i)$ is the underlying time. Some different things to remember when utilizing the increasing speed condition: You have to take away the underlying speed from the last speed. On the off chance that you invert them, you will get the course of your quickening incorrectly. On the off chance that you don’t make some beginning memories, you can utilize â€Å"0†. On the off chance that the last speed is not exactly the underlying speed, the increasing speed will be negative, implying that the item eased back down. Presently let’s breakdown the quickening condition bit by bit in a genuine model. The most effective method to Calculate Acceleration: Step-by-Step Breakdown Presently we’ll breakdown the quickening equation bit by bit utilizing a genuine model. A race vehicle quickens from 15 m/s to 35 m/s in 3 seconds. What is its normal quickening? To start with, compose the increasing speed condition. $$a = {v(f) - v(i)}/{t(f) - t(i)}$$ Next, characterize your factors. $a$ = what we are understanding for $$V(f) = 35 m/s$$ $$V(i) = 15 m/s$$ $$T(f) = 3 s$$ $$T(i) = 0 s$$ Presently, plug your factors into the condition and fathom: $$A = {{(35 - 15)m}/{s}/{(3 - 0)s}$$ $$A = {(35 - 15)}/{(3 - 0)} m/s^2$$ $$A = {20/3} m/s^2$$ $$A = 6.66 m/s^2$$ Let’s attempt another model. A cyclist going at 23.2 m/s arrives at a stand-still in 1.5 $s$. What was her deceleration? To begin with, compose the quickening condition. $$a = (v(f) - v(i)) à · (t(f) - t(i))$$ Next, characterize your factors. a = what we are comprehending for $$V(f) = 0 m/s$$ $$V(i) = 23.2 m/s$$ $$T(f) = 1.4 s$$ $$T(i) = 0 s$$ Presently, plug your factors into the condition and tackle: $$A ={{(0 - 23.2)m}/s}/{(1.4 - 0)s}$$ $$A = {0 - 23.2}/{1.4 - 0} m/s^2$$ $$A = - 23.2/1.4 m/s^2$$ $$A = - 16.57 m/{s^2}$$ 2 Other Common Acceleration Formulas Considering how to ascertain quickening utilizing an alternate recipe? There are a few other regular increasing speed recipes. Rakish Acceleration Formula Rakish speeding up is the rate at which the precise increasing speed of a pivoting object changes concerning time. Here is the rakish quickening condition: $$a = {change in angular velocity}/{change in ime}$$ Centripetal Acceleration Formula Centripetal quickening is the pace of movement of an article inwards towards the focal point of a circle. Here is the centripetal quickening condition: $$a(c) = {v^2}/r$$ $a(c) $= quickening, centripetal $v$ = speed $r$ = range Key Takeaways Quickening is the pace of progress of speed over a set timeframe. You ascertain increasing speed by isolating the adjustment in speed by the adjustment in time. What's Next? It is safe to say that you are considering mists in your science class? Get help distinguishing the various kinds of cloudswith our master manage. Chipping away at an exploration paper however aren't sure where to start?Then look at our guide, where we've gathered huge amounts of top notch inquire about points you can use for nothing. Need assistance with English class-explicitly with distinguishing scholarly gadgets in writings you read? At that point you'll certainly need to investigate our far reaching clarification of the most significant abstract gadgets and how they're utilized.

Battle of The Rio Grande River essays

Clash of The Rio Grande River articles On February 4, 1860, Texas Rangers, under the administration of Colonel John S. Tear Ford and U.S. Armed force troops vanquished Mexican-Texan Juan Nepomucena Cortina and shut down the Cortina Wars. As per this article Cortinistas were consuming farms, driving off ponies and cows. There were gossipy tidbits that Cortina and his men were wanting to assault a steamer named Ranchero the pontoon was conveying $200.00 in gold additionally the military finance for Fort Brown. As the vessel advanced down the stream, along the banks of the waterway were the Texas Ranger to ensure her. A cannons connection was on board a well. As the Texas Rangers traveled south they ran over some Cortinistas they were swimming groups of cows over the stream at Zacatal Ranch, inverse La Bolsa Ranch that was found north side of the Rio Grande. An encounter broke out and left one officer dead and seven Cortinistas. The Cortinistas assaulted the farmers about a large portion of a mile down from where the main encounter had occurred. The warriors that were ready the ranchero terminated back on the cortinistas. The Texas officers charged the Cortinistas driving them once more into Mexico domain, The Texas officers went into Mexican Territory after the Cortinistas, in the interim back at the fight laid two Americans injured and Twenty-nine Mexicans murdered and forty injured. The next day the ranchero proceeded with its way to the Gulf undisturbed. The Texas officers and the U.S. Calvary explored the fringes until the new leader of the branch of Texas, Col. Robert E Lee showed up. Col. Lee met with General Guadalupe at Matamoros Garcia, a Mexican Commander consented to prevent Cortina from assaulting the outskirts. Cortina had fled into the Mountains of Burgos he later returned and turned into a Brigadier General in the Mexican armed force and Governor of Tamaulipas. The History of this occasion interested me. I was unable to give a false representation of ... <!

2018 Best Brightest Colleena Peng, Michigan State (Broad)

2018 Best Brightest: Colleena Peng, Michigan State (Broad) by: Jeff Schmitt on April 01, 2018 | 0 Comments Comments 998 Views April 1, 2018Colleena PengMichigan State University (Broad)I work hard now so my future dog can have the backyard he deserves!Fun fact about yourself: I love going to NBA games despite the fact I have no idea what’s going on.Hometown: Rochester Hills, MIHigh School: Shanghai American School (Pudong)Major: Supply Chain ManagementMinor: Information Technology ManagementFavorite Business Course: Supply Chain Cost ManagementExtracurricular Activities, Community Work and Leadership Roles During College:Co-Founder Former Co-President of the Corporate Retail Association (April 2015 – Present)Filled the void of retail industry education and recruiting on campus by founding MSU’s only student retail organization.Chapter Risk Management Chairman of Kappa Kappa Gamma Women’s Fraternity (January 2016 – December 2016)Ensured that t he fraternity’s bylaws and safety measures are being adhered to by collaborating with the organization’s national governance.Honors CollegeDean’s List: Seven Semesters / Seven Semesters1 of 6 2017 R. Gene Richter Scholarship recipientsA scholarship granted to the top Supply Chain Management students in the US2017 BP Scholarship recipientWhere have you interned during your college career? GE Aviation, Sourcing Intern Cincinnati, OHNestlà © USA, Supply Chain Management Procurement Intern Glendale, CAErnst Young, Business Advisory Intern New York, New YorkWhere will you be working after graduation? Tesla, Global Supply Management Intern – Palo Alto, CAWho is your favorite professor? Dr. Bokemeier, who taught me Principles of Financial Accounting my freshman year of college. He managed the impossible – getting me to enjoy an accounting course.What did you enjoy most about your business school? Being surrounded by my smart, ambitious, but most imp ortantly, kind peers.What advice would you give to a student looking to major in a business-related field? Pursue the major based on what you truly enjoy, not based on your potential salary.â€Å"If I didn’t major in business, I would be majoring in or studying†¦ Veterinary Medicine because I love animals and would love to work with them every day.What has surprised you most about majoring in business? I always expected business school to be a competitive, cutthroat environment; however, I have found it to be a collaborative, supportive atmosphere.Who most influenced your decision to pursue business in college? My sister, Melody, most influenced my decision to pursue business. Having her major in business several years ahead of me showed me how we I could leverage my similarly-outgoing attitude to succeed in business.Which academic, extracurricular or personal achievement are you most proud of? I’m most proud of co-founding the Corporate Retail Association at MSU , which is the first student retail organization on campus. Three years in, CRA has successfully bridged the gap between our members and prominent retail recruiters through in-person meetings, Skype series, and corporate site visits. Through promoting awareness of the ever-changing retail industry, weve helped grow the Retail Management minor from its infant stages to a highly sought-after curriculum. In addition, we became the first student organization to bring Shinola and Nordstrom, two retail giants, on to campus to network with Spartans. The most rewarding aspect of co-founding CRA, however, has been helping our Executive Board and general members secure their dream internships and full-time positions, and bringing awareness to common misconceptions of the retail industry.If you were a dean for a day, what one thing would you change about the business school? If I were dean, I would bring in therapy dogs to brighten the students’ day.Which classmate do you most admire? I most admire my classmate Jessica; she faced a language-barrier, so she stayed after every class and attended every available office hour to keep up with the coursework.Who would you most want to thank for your success? My family; they have inspired me, supported me, and celebrated me throughout my entire life.What would your theme song be? The Game of Thrones theme song because it’s potentially the greatest introduction song of all time.What are the top two items on your bucket list? Travel to every continentFoster or adopt a dogFavorite book: The Count of Monte Cristo by Alexandre DumasFavorite movie: The GodfatherFavorite vacation spot: New ZealandWhat are your hobbies? Traveling, trying new restaurants, yoga, and watching dog videos on FacebookWhat made Colleena such an invaluable addition to the Class of 2018?â€Å"Colleena is a very caring individual which is demonstrated by her tutoring. Her support with the MSMR program and also in helping the general office of MKT/S CM was fantastic. I interviewed Colleena for a general student position for MKT/SCM, but could tell immediately in the interview that her talents/expertise would not be tapped to its truest potential. I recommended her to Ms. Bunce (Director of the MSMR Program) and she was instantly hired and has proven a tremendous asset.Deb North Business Manager, Undergraduate Academic Services â€Å"Colleena demonstrated a keen interest in sourcing and developed a great paper focused on how a small buying organization could use cost analysis to negotiate with a larger supplier.   She and a fellow student founded a great student organization, the Corporate Retail Association, that demonstrates her ability to recognize a need and then have the wherewithal to fill it.†Gary Ragatz Associate Professor of Supply Chain ManagementDONT MISS: THE BEST BRIGHTEST BUSINESS MAJORS OF 2018 THE COMPLETE LIST Page 1 of 11

Team-Building Activities for Middle School

Oedipus, A Tragic Hero - 1832 Words

Literature and theatre arts throughout the ages have created many memorable tales and many unforgettable characters that withstand the test of time, while many others will likely fade away. Oedipus Rex is a tragic tale set in Ancient Greece. Greek thinker, Aristotle, said there were certain elements that would make a person qualified as a â€Å"tragic hero.† (Adade-Ywboah, Ahenkora Amankwah, 2012). We think of heroes being larger than life, possessing impeccable honor, integrity, strong leadership and having the higher moral ground. However, tragic heroes are different; they are imperfect and will inevitably face a tragic downfall. Per Aristotle, there are several different specific attributes necessary in a tragic hero, including noble status, tragic flaw, extreme awareness or self-knowledge, punishments that do not fit their crime, the plight of the hero evokes emotions and there is an element of free choice that send the character down the wrong path; the tragic path. Afte r reviewing the relevant material and the analysis of the title character, Oedipus, is essentially a perfect example of the traits identified by Aristotle as indicative of a tragic hero in Ancient Greek literature and theatre. DISCUSSION Great heroes are a mainstay and are huge part of any culture heritage, their folklore and mythos. Whether one recalls King Arthur, Beowulf, or in the modern heroes, Luke Skywalker or any superhero, like Superman,Show MoreRelatedOedipus As A Tragic Hero1506 Words   |  7 PagesA true hero does not merely wear a cape, but this individual possesses admirable characteristics. A hero inspires the people around him and he is honorable. Heroes influential individuals from fairytale stories and myths of a real-life hero. Yet, none of these influential people are perfect. The tragic hero is clearly defined by Aristotle as being a person of admirable character, yet completely human with noticeable flaws. Moreover, this individual is not exempt from suffering. In Sophocles’ tragicRead MoreOedipus-a Tragic Hero706 Words   |  3 PagesRunning head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. DescribeRead MoreIs Oedipus A Tragic Hero?1167 Words   |  5 Pages2014 Is Oedipus a tragic hero? Aristotle, Ancient Greek philosopher whom did a lot of philosophizing, he believed in a logical reality. Aristotle’s objective was to come up with a universal process of reasoning that would allow man to learn every imaginable thing about reality. The initial process involved describing objects based on their characteristics, states of being and actions. Aristotle once said A man doesn t become a hero until he can see the root of his own downfall†. Oedipus was a mythicalRead MoreOedipus the Tragic Hero1390 Words   |  6 PagesOedipus; The Tragic Hero In the Fourth Century BC, a famous philosopher named Aristotle wrote about the qualities that a tragic hero must possess. Ever since that time, there have been many examples of tragic heroes in literature. None of those characters, however, display the tragic hero traits quite as well as Oedipus, the main character from the play Oedipus Rex by Sophocles. Oedipus is, without a doubt, the absolute quintessence of a tragic hero. His example shines as clear as a sunny summerRead MoreOedipus As A Tragic Hero1724 Words   |  7 Pagesstory of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopk ins University Press stated that a â€Å"tragic hero is a manRead MoreOedipus, A Tragic Hero1648 Words   |  7 Pages Oedipus, a Tragic Hero Bob Livingston Liberty University â€Æ' Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. He was, in fact, a man that was driven by a very high internal moral standard. It was that internal moral standard that ultimately entwined him in a sequence of events and circumstances that placed him in the spousal relationship with his mother. Oedipus, in fact, can truly be regarded as a tragic heroRead MoreOedipus a Tragic Hero1516 Words   |  7 PagesOedipus A Tragic Hero English 102 Literature and Composition Summer B 2011 Terry Garofolo 22816762 APA Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. Unfortunately, today when we hear the mention of the name Oedipus we place negative connotations around it. Oedipus, after all, had an unnatural sexual relationship with his own mother! In actuality, however, this relationship emerged entirely innocentlyRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus, a Tragic Hero?2158 Words   |  9 PagesOedipus, a Tragic Hero? Elizabeth Howell English 102- B33 Professor Katie Robinson Liberty University October 12, 2012 Oedipus, a Tragic Hero? Thesis: Using Aristotle’s five different descriptions of a tragic hero, we will show that Oedipus in Oedipus the King is in fact a tragic hero and how his decisions led to his downfall. Outline: I. Introduction and Thesis Statement II. Is the character of noble birth? A. King of Thebes B. Real father was king III. Though the tragic heroRead MoreOedipus As A Tragic Hero1445 Words   |  6 PagesAlthough not all who wander or deviate from the path are lost, some clearly are. When Oedipus, the eponymous character of Sophocles’ tragedy Oedipus Rex, first learns that he is destined to kill his father and marry his mother, he abandons his home intent on never returning in order to avoid meeting his fate. Unbeknownst to the tragic hero, before the curtain’s rise, the prophecy has already been fulfilled. Consequently, due to the underlying corruption in Thebes, the people are perishing of a plague

Economic Reforms in the Australian Education Industry

Question: Discuss about the Economic Reforms in the Australian Education Industry. Answer: Introduction Education is at the top priority of a human life. It has turned to be a necessity of current generation people. Furthermore, the education industry serves as a major contributor of the real GDP of the Australian economy. Hence, the Commonwealth government pays regular attention on the education industry and keeps on introducing different reforms to modify the present status of the high revenue earning sector (Piracha, 2010). Currently, the education industry of Australia has seen a fall in the earnings due to the fall in the number of foreign student. The education industry has evident several economic reforms in the last few years that have been enforced by the Commonwealth government to manage the declining revenue of the Education industry (Smyth, 2014). The paper has been developed to conduct an analysis of the economic reforms made in the education industry by the Australian Government to maintain a balance in the economy. Hence, the paper aims to study the current scenario and challenges in the education industry to understand the need of micro-economic reforms in the sector. Furthermore, the study presents the previous and current changes implemented by the government to stabilise and minimise the challenges of education industry that impacts the economic condition of the nation. Analysis of the reforms in educational industry It is important to note that the number of foreign students in Australia has gradually decreased in the recent years. It impacts the foreign earnings of the government. On the other hand, the cultural and racial conflicts in Australia have been a supportive factor for the decline of foreign students in the country (Turpin, 2010). Previously, the Commonwealth Government mainly focused on the lower level and high school level educations by spending a huge amount of money to implement technological innovation in the school level educations (Watson, Modgil and Modgil, 2007). The high rate of spending in the school level education impacts the quality of education in the higher level education system. Along with that, the Australian Education system lack primary courses that are in high demand in the global market. It is important to note that the major percentage of the revenue from the education industry is earned through the foreign students and the government imply any foreign marketin g policy. Hence, there is a need of better marketing tactics that could help the Australian Education Industry seek growth in the current market scenario. There are several changes required in the policy of the government. To improve the current status of education, the government and educational institutions need to provide better training to the education staffs. On the other hand, the government needs to increase its spending on graduate level educations (Dodd, 2016). There is a need to provide educational loans to the foreign and domestic students at low interest rates to promote education in the country. It will attract foreigners to come to Australia to study higher degree courses (Pockley, 2013). On the other hand, the educational institutions can introduce new courses that in high demand in the global market. Hence, it can be seen that there are need of economic reforms in the education industry to meet the target of $20 billion of foreign earnings in the year 2018. The current Australian government is eyeing towards sustainable education reforms to drive innovation in higher education. The higher education of reforms of Australia has an estimated budget of AU$33.7 billion. The identified education reforms of the government have included deregulation of university fees, advanced numeracy and literacy programmes, and education loan approvals for students of Australia and other countries (Dodd, 2016). According to a report published by the Department of Education, the entry standards of universities have significantly lacked transparency. Hence, the federal government of the country has been forced to take control of the higher education panel to overview the admission reforms of the universities. In this way, billions of dollars in public debt can be restrained. Moreover, significant education reforms must be enforced regarding information technology and commerce education as the highest proportion of domestic as well as international students ha ve pursued to that degree (Bagshaw and Smith, 2016). On the basis of contradictory purpose, Simon Birmingham, the Education Minister of Australia, is going to introduce recent university funding policies of the federal government. Surprisingly, the policy has been determined to cut down the funding made to those universities following the budget (Dodd, 2016). Thus, an indirect impact can be seen on the university fees as universities will raise their fees in order to deal with the situation of funding cuts (Li and Powdthavee, 2015). Considerably, the higher education funding system has become of the contemporary issues for the federal government to be handled in an efficient manner. Moreover, the hikes in the students fees may have added extra challenges to deal with in recent times. On the other hand, latest education policy reforms have addressed that the federal government of Australia would stop funding the public schools of the country. According to a statement of Prime Minister Malcolm Turnbull, the government will continue to support the private schools seeing the spectacular changes in the nations schooling system in recent times (Knott, 2016). Understandably, the questions have been asked about such decision-making of the federal government. Invariably, the government of Australia has found more interests to allocate funds to the private schools so that new income tax systems can be enforced (VukasovicÃÅ' , 2012). The latest funding agreement of the government may underpin some of the education syst em models of the country. Through such efficient funding policies and reform measures, the federal government of the country wants to deliver clarity, responsibility and innovativeness among the education system and facilities (Marginson, Kaur and Sawir, 2011). Apparently, the education reforms should enhance the standards of government bureaucracy. Conclusion The latest education reform proposals have been considered following the federal governments budgetary moves securing the interest of the social public. Nevertheless, the university funding cuts will eventually lead to the hike in the students fees. On the other hand, the school funding decisions have enforced significant transparency and control on government bureaucracy leading to the educational system. However, the Higher Education Participation Programmes including several teachers and students can provide significant opportunities to the teaching staffs to become efficient and successful learners. Additionally, some proposed changes linking the pay raise of the teachers can be considered to deliver standard foundation to the education system of the country. References Bagshaw, E. and Smith, A. (2016).What's going wrong with Australia's schools?. [online] The Sydney Morning Herald. Available at: https://www.smh.com.au/national/education/education-policy-not-adding-up-oecd-asks-whats-wrong-with-australias-schools-20160323-gnpno9.html [Accessed Aug. 2016]. Dodd, T. (2016).Education minister Simon Birmingham's unwelcome reform task. [online] Financial Review. Available at: https://www.afr.com/news/policy/education/afr29pershigher-ed--20160428-gohe86 [Accessed Aug. 2016]. Knott, M. (2016).Malcolm Turnbull's education revolution: end federal support for public schools. [online] The Sydney Morning Herald. Available at: https://www.smh.com.au/federal-politics/political-news/malcolm-turnbulls-education-revolution-end-federal-support-for-public-schools-20160330-gnuo4l.html [Accessed Aug. 2016]. Li, J. and Powdthavee, N. (2015). Does more education lead to better health habits? Evidence from the school reforms in Australia.Social Science Medicine, 127, pp.83-91. Marginson, S., Kaur, S. and Sawir, E. (2011).Higher education in the Asia-Pacific. Dordrecht: Springer. Piracha, A. (2010). The NSW (Australia) Planning Reforms and their Implications for Planning Education and Natural and Built Environment.RLCE, 25(3), pp.240-250. Pockley, P. (2013). Australia faces university reforms.Physics World, 16(6), pp.11-11. Smyth, J. (2014). A policy analysis of higher education reforms in Australia in the context of globalisation.Melbourne Studies in Education, 35(1), pp.39-72. Turpin, T. (2010). Academic research evaluation in Australia: some implications of proposed higher education reforms.Research Evaluation, 9(1), pp.37-46. VukasovicÃÅ' , M. (2012).Effects of higher education reforms. Rotterdam: SensePublishers. Watson, K., Modgil, C. and Modgil, S. (2007).Reforms in higher education. London: Cassell.

Linguistics and Language free essay sample

In this essay, I will explain as well as compare two theories of first language acquisition, behaviorism and innatism. I will explore the differences between them in such categories as the role of the learner, the role of the environment and as well as their strengths and weaknesses. I will then state and explain which one I find more tenable with examples of relevant literature. Role of the Learner Behaviorism, credited to B. F. Skinner in the 1950s, states that the learner knows nothing to start with, he is an empty slate [o1] to be taught. The learner is passive and learns by positive-negative reinforcement, only repeating what he hears. Innatism, credited to Noam Chomsky in 1965, states that the learner is wired from birth for language. The learner is equipped with a LAD, a language acquisition device. This device allows the learner to discover the rules of his language, any language. We will write a custom essay sample on Linguistics and Language or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Role of the Environment Behaviorism states that the role of the environment is key and vital to the learning process. The environment is the active agent while the learner is the passive agent. The environment produces the necessary language input for the learner. It is up to the environment to give positive and negative reinforcement for the learner. Innatism states that the role of the environment is minimal because it only acts as the trigger for learning. It is also thought the environment is flawed and can’t be relied upon to always give perfect information. Therefore, it is up to the learner to find the rules of the language[o2] . Strengths There are a few strengths to support the behaviorism theory. It is easy to monitor the learners’ performance. This is how parents (as teachers) usually teach their children, through nurturing which puts emphasis on the role of the environment. This theory can also explain why learners have the ability to memorize. On the other hand, there are several strengths of the innatism theory. A learner cannot memorize all the possible different language and grammar combinations that he learns through the environment. The LAD helps the learner to generalize rules and make his own creative use of the language. A child will resist using an irregular form because of over-generalizing, and he will create his own form of a word according to the rules that he has internalized. And these rules don’t necessarily conform to adult grammar rules which include many exceptions. By applying these internalized and generalized rules, a child is able to acquire a language at a fast pace. [o3] Weaknesses The Behaviorism theory only accounts for the performance of the learner, and not on his competence. The learner is passive, so this theory does not focus on the learner’s mind and knowledge. It also does not explain why children acquire a language so quickly even if they are exposed to different environments. In addition, this theory also doesn’t offer an explanation of why children over-generalize rules such as the simple past tense of irregular verbs even though they hear irregular forms in the environment. There are also several weaknesses to the Innatism theory. One of the first weaknesses is that it demands the existence of the Language Acquisition Device (LAD), its existence is difficult to prove and is immeasurable. This theory also doesn’t take into account different kinds of learners, just ideal learners with ideal grammar. The environment plays a minor role in this theory, so it doesn’t take into account the social aspect of the learner. My Opinion Looking at the two of these theories, I find the Innatism theory the most tenable. In my own experience with my children and students, the learners do not always model my behavior. This usually occurs with irregular patterns, particularly past tense verbs. This is similar to the â€Å"wug† test where a child will form a past tense of a verb that he has never heard before by applying the general grammar rules that he has learned. This behavior cannot be memorized and must be driven by an internal structure. Another reason to support this theory is that learners with impaired intelligence have been able to learn the structure of language. It has also been proven that American Sign Language which is taught to the deaf also has its own language structure. In addition, the creation of Creole languages supports the theory. As a Creole develops, grammar and structure are built in. The LAD would account for the formation of these languages as well as for creative uses of language by a learner. Conclusion In this essay I have explained two theories of language acquisition, behaviorism and innatism. In doing so, I have explained the different roles of the learner as well as the environment. I have also explored strengths and weaknesses of each theory and why I support the innatism theory over the behaviorism theory[o4] . [o1]Good one, I forgot this in my essay [o2]Do you think you should mention poverty of stimulus here? [o3]ording? Universal grammar is built off of two propositions, that all languages are governed by a set of universal principles, and that the mind is equipped with parameters which are set intuitively by the child according to the language input they receive. UG researchers have found a number of universal principles. One of the more prominent principles is structure dependency. Structure dependency states that all sentences regardless of the language are built off of propositions that carry both a noun and a verb phrase; in other words, every sentence in every language must have at least a subject and a verb (Chomsky, 1959). One parameter setting that is contained in the LAD is the head setting. Some languages such as English are head first, other languages such as Japanese are head last. Various arguments have been used to support the existence of universal grammar. Chomsky (1959) has proposed the poverty of the stimulus argument, positing that the input children receive cannot account for what they produce, and therefore, children must have an innate facility. He argues that the input is marred in two ways; first it contains a hodgepodge of performance slips, and secondly, it does not contain any negative evidence. How do children acquire language when they don’t know what they can’t say, or how do they learn to speak correctly when the input they here is at times in correct? They do so, according to Chomsky, through this innate capacity. Jackendoff (1994) offers another argument in support of universal grammar, the argument from expressive variety. Jackendoff argues that given that languages are recursive, there is simply no way of storing all of the possible sentences one can create in one’s mind. In other words, sentences don’t come from habits, but rather from creative expression. Universal grammar has had a lot of capital in language acquisition theory, although it has been critiqued on some fronts. Connectionists, particularly, N. Ellis (2006) has argued that language acquisition is not due to an innate faculty and the creative expression of humans, but equates it to a usage-based approach where children learning piecemeal frequently reoccurring chunks of language. Another argument against the innate language faculty is that UG researchers have claimed that only humans have access to syntax, yet this has been found not to be true. Certain animals, such as the humpback whale and songbirds have been found to possess a recursive syntax, suggesting that syntax and language may have evolved from lower order primates. Whereas universal grammar begins with language from the inside, Sociocultural theory, another prominent first language acquisition, posits language acquisition begins from the outside. Vygotsky, the founder of sociocultural theory, argues that language is a psychological tool, which children acquire and learn to manipulate as they interact with their environment and with more capable peers (Vygotsky, 1978). Children first learn language as they interact with their parents. Parents use caretaker speech, which makes it easier for the child to understand and grasp a hold on the concepts of the language. As the child begins to understand and produce simple utterances, they are able to use the language to mediate their psychological functioning (Vygotsky, 1978). Vygotsky argues that children begin learning language by first learning single words, which are pure meaning. As they develop their language skills, and engage in social speech, single word sentences are augmented through incorporation of non-meaningful elements, such as function  words, and the child’s thoughts and words begin to develop more sense meanings. For instance, where the word ‘cat’ for the 1 or two year old child could have served as an exemplar for all cats, by the time the child is nine, and having undergone a variety of experiences related to cat, they have imbibed the word with their own unique s enses. Thus syntax and word senses expand, the more a child learns. Now, whereas social speech began from one and developed into many, inner speech, the speech that goes on inside of our heads becomes more and more truncated. Vygotsky argues, contrary to Piaget, that egocentric speech does not ‘disappear’ rather it becomes internalized as inner speech. And this inner speech is something that could not be understood by anybody but the person who is thinking it. Vygotsky suggests that just as people who have known each other for many years, and who have had a large amount of experiences together exhibit language tendencies of shortened syntax because of their historical shared experience, a person’s inner speech also exhibits this characteristic, but even more so; the stuff of thought is nothing but psychological predicates (Vygotsky, 1978). One of the primary ways humans learn anything, according to Vygotsky, is through the zone of proximal development. This concept explains that what a person can do today with assistance, they can do tomorrow by themselves (Vygotsky, 1978). Applied to first language acquisition, the child may receive help from an expert, such as their parents, who point at objects and say their name, for example, cat. After seeing this, the child may repeat ‘cat’ immediately after. The next day, as the child sees the cat, it says the word ‘cat’ without needing to be told by their parents. Chomsky maintains that languages consist of an infinite number of sentences and cannot be learned through habit formation. Language is too complex to be learned in such a short amount of time (Chomsky, 1959). He believes that every human is born with an innate language learning capacity, which is embedded in the language acquisition device (LAD). Chomsky believes that all language share grammatical structures. This is called universal grammar (UG). Proof of UG includes poverty of stimulus, which explains how children acquire the language despite their limited exposure and incorrect input they may receive. Another evidence for UG that languages are recursive, (Jackendoff, 1994). It is impossible to know all the possible combinations; however, they are learned by children. According to UG, there must be some sort of innate capacity that provides the additional information. The fact that children are resistant to correction once again proves that language is developed through an innate capacity. According to Chomsky (1959), all languages share principles, which are invariable across languages. For example, noun phrases and verb phrases. This is called structure dependency. All languages have verbs and nouns. What distinguishes languages from each other according to Chomsky, are parameters, which are language specific. For example, some languages are head first, and some are head last. In relation to UG, Eric Lenneberg (1967) introduced the Critical Period Hypothesis (CPH), which is a window of language learning opportunity before puberty. Proponents of CPH believe after this period, language learning becomes a much more difficult task and adults tend to rely on other mechanisms such as problem solving skills, reasoning, and deductive instruction to learn a language. Evidence of the CP is for example abused children, who despite being removed from the environment where they were deprived of social contact, were not able to learn the language. There have been many criticisms to Chomsky’s UG, for example, the LAD cannot be located and is immeasurable. Also, Chomsky’s theories overlook the effects of social contact and the environment on language learning. Social interactionist Vygotsky (1978) was a strong proponent of the social interaction hypothesis. He believed that learning takes place through social interaction, and give and take of information with caregivers, parents, or peers. According to Vygotsky, children begin with external speech, which could consist of one word only, but have the meaning of a whole sentence. Gradually, as the child grows older, he develops more complex and longer sentences and associates more meaning with his words. A child also engages in private speech (similar to adults), which is usually meant for problem solving or thinking out loud, but is not meant for sharing although articulated. Vygotsky believes that as the child develops more linguistic skills, this private speech becomes internalized and turns into inner speech, which is pure meaning, and does not consist of subjects; it is predicated. In direct opposition to the environment being the active participant in language learning, Chomsky flips behaviorism on its head and presents the learner as having a primary role while environment becomes secondary. Within the Universal Grammar Theory (UG), Noam Chomsky (1959) presents a Language Acquisition Device (LAD) that is responsible for the language learning process. Purely biological, language is filtered through the innate LAD that is structured with principles that are unchanging and parameters that vary according to the language being learned. Proofs to support this theory are many. Syntax and the head-first/head-last parameter are two such proofs. As a child learns language, they hold to one of only two possibilities in any given language – head-first and head-last – and language is formed through recursion and syntactic movement that follow a pattern within a particular language. This shows that language is rule-governed and that the LAD is programmed with language foundations from which a child can develop. That children are resistant to correction follows this same thought as they develop language through the LAD. Language \is not linked to intelligence as we see in brain damaged adults who are completely coherent in language skills and others who are cognitively normal but cannot speak correctly. Stroke victims also show that, depending on the area of the brain that is affected, intelligence and speech are not linked. Broca’s and Wernicke’s Aphasias show that certain areas of the brain affe ct speech while intelligence remains unaffected. As evidenced by the Gopnik family, genetic impairments have also proven that a glitch in the UG can be passed down from one generation to another, thus proving that the LAD is indeed biological (Jackendoff, 113). Eric Lenneberg’s Critical Period Hypothesis (1967) and the cases of â€Å"wild children† are yet further evidence. Lenneberg holds that the LAD becomes dormant or ineffective after a certain age – around the age of 12 – and this is why children acquire language so much more quickly than adults who are attempting the same. Through these studies of particular children who did not learn language and who were void of contact with language as a whole, it shows that the younger the child, the more fully they were able to learn language. Once a child was passed the age of 12 or so, they were unable to acquire proper language skills. The younger children were not only able to learn more adequately but then went on to continue in the language learning process as a normal adult would. As many proofs as there are for Chomsky’s UG and the LAD, criticisms are plentiful as well. First and foremost, where is the evidence that a device like LAD exists? It certainly has not been located in the brain, therefore, it remains immeasurable and some have serious doubt as to its legitimacy. This theory also limits the role of the environment and gives no account for the social context of the language learning process. It idealizes the speaker and the grammar itself to a certain degree and packages the entire process a bit too neatly. Cognitive Development Theory Jean Piaget’s (1955) work in cognitive development is foundational on many levels. Watching his own children, nature, and certain study groups of young children, Piaget introduces a theory that is completely developmental. As a child is ready and developed (both biologically and cognitively), they are able to assimilate, accommodate and adapt new experiences. Underlying in this theory is reasoning and logic. The role of the environment is minimal and the learner is vital but only as they are cognitively developed and ready for new experiences. A child will not learn what they are not cognitively developed to receive at that point no matter what the instruction. Piaget holds to the notion of children developing schema. As a new experience is received and they are biologically and cognitively ready to receive it, they will develop new schema to fit into the framework of schema that they already have developed. This theory also relies heavily on egocentric and socialized speech with each one serving a different function. Egocentric speech is what is used (mainly by children) when words and thoughts are spoken out loud but the one speaking is only dealing with their own thoughts and ideas. Socialized speech is a shift away from egocentric speech where one simply derives pleasure from speaking to being a way of exchanging their ideas or opinions. Although Piaget’s work and theory is critical, it neither accounts for the child’s behavior as a whole nor for the cognitive development after the stage of ‘formal operation’ is reached. It offers vast insight into the developmental process of a child but little instruction on attaining language skills. It was also based solely on a Western model and is therefore quite limiting. SECOND LANGUAGE ACQUISITION Input Output Hypotheses As a result of older models of language teaching where attention was given to language grammar, Krashen (1981) places his focus on communication input. He contends that if the learner is given a chance to absorb the language, they will be better equipped to acquire it. Rather than forcing output immediately, Krashen holds to a silent period where learners have the privilege of just listening to language before attempting it†¦much like a young child would in learning their mother tongue. Comprehensible input (i + 1) is the formula that Krashen holds to for optimal language learning for second language learners (SLLs). This states that if a SLL is offered input that is only slightly beyond what they already know, acquisition will take place. He also makes a differentiation between language learning and language acquisition, claiming that acquisition is what is needed for the language learning process. Criticisms of Krashen’s hypothesis are that input alone cannot account for acquisition and that some grammatical forms cannot be learned without being taught. Swain (1985) introduces her Output Hypothesis in contrast to Krashen and claims that no matter the input, if the output is unintelligible, acquisition has not truly occurred. It is the output that forces learners to grapple with the grammatical processing and figure out what works. Through output, a learner can realize their problem areas, can experiment with new areas they are unsure of, and gives them the chance to analyze problems they are having in their language learning process. Linguistics and Language free essay sample Language Comprehension †¢Language Production †¢Language Acquisition Psycholinguistics is a branch of cognitive science What will be covered in this class? †¢ How do we produce and recognize speech? †¢ How do we perceive words, letters, and sentences? †¢ How do we learn and recall information from texts? †¢ How can we improve texts to make them easier to understand? †¢ How does the brain function to process language? †¢ What are the causes and effects of reading disabilities? Is there language in other species? Central themes in psycholinguistics 1)  What knowledge of language is needed for us to use language? Tacit (implicit) knowledge vs. Explicit knowledge †¢ tacit: knowledge of how to perform something, but not aware of full rules †¢ explicit: knowledge of the processes of mechanisms in performing that thing 2)  What cognitive processes are involved in the ordinary use of language? How do we understand a lecture, read a book, hold a conversation? Cognitive processes: perception, memory, thinking, learning Some definitions of basic components of language: Semantics: The meaning of words and sentences Syntax: The grammatical arrangement of words in a sentence or phrase Phonology: The sound pattern of language Pragmatics: How language is used in a social context Examples from psycholinguistics Parsing garden path sentences The novice accepted the deal before he had a chance to check his finances, which put him in a state of conflict when he realized he had a straight flush. We will write a custom essay sample on Linguistics and Language or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1) The defendant examined by the lawyer turned out to be unreliable 2) The evidence examined by the lawyer turned out to be unreliable The process of parsing is the process of making decisions The effect of prior knowledge on comprehension The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more, and the whole cycle will then have to be repeated. However, that is part of life. Bransford amp; Johnson, 1973 Recall: No context: 2. 8 idea units out of a maximum of 18 Context afterwards: 2. 7 idea units Context before: 5. 8 idea units Child language development How many words do you know? Hint: Dictionary has about: 450,000 entries Test high school graduates: How many words do they know? About 45,000 english words About 60,000 including names and foreign words The average six year old knows about 13,000 words. Learning about 10 words per day since age 1. (One every 90 minutes) How much do we have to teach children to learn language? Do you have to teach a child to walk? Is it the same way of learning a language? My teacher holded the baby rabbits and we patted them I eated my dinner A brief history of psycholinguistics Wilhem Wundt (early 1900s) Interest in mental processes of language production Sentence as the primary unit of language †¢ Speech production is the transformation of complete thought processes into sequentially organized speech segments. Behaviorism (1920s-1950s) †¢ Rejected the focus on mental processes †¢ Measurement based on objective behavior (primarily in lab animals) †¢ How does experience (reward and punishment) shape behavior? B. F. Skinner: Children learn language through shaping (correction of speech errors) Associative chain theory: A sentence consists of a chain of associations between individual words in the sentence What’s wrong with the behaviorist approach? Noam Chomsky (1950s present) 1) Colorless green ideas sleep furiously 2) Furiously sleep ideas green colorless. 3)  George picked up the baby 4)  George picked the baby up. Almost every sentence uttered is a new combination of words The Poverty of stimulus argument: There is not enough information in the language samples given to children to account for the richnes and complexity of children’s language The pattern of development is not based on parental speech but on  innate  language knowledge Linguistic Diversity vs. Linguistic Universals Linguistic diversity There appears to be a lot of diversity among languages Even within languages there is diversity When are two languages different? We speak the same language if we can understand each other Exceptions: Norwegian and Swedish Cantonese and Mandarin Dialects within languages: The myth of pure language How/why do languages change? Why does there seem to be a correct English? Members of the dominant (most powerful) sub-culture tend to speak one dialect and may punish those who do not Linguistic Chauvinism Belief that one’s own language/dialect is the best of all possible languages Black English Vernacular (BEV) Study by William Labov Interviewed African-American street youth You know, like some people say if you’re good an’ sh*t, your spirit goin’ t’heaven . . . ‘n if you bad, your spirit goin’ to hell. Well, bullsh*t! Your spirit goin’ to hell anyway, good or bad. [Why? ] Why? I’ll tell you why. ‘Cause, you see, doesn’ nobody really know that it’s a God, y’know, ‘cause I mean I have seen black gods, white gods, all color gods, and don’t nobody know it’s really a God. An’ when they be sayin’ if you good, you goin’ t’heaven, tha’s bullsh*t, ‘cause you ain’t goin’ to no heaven, ‘cause it ain’t no heaven for you to go to. †¢ Place holders: There vs. It in the copula Copula: Is, Was optional †¢ Negatives: You ain’t goin’ to no heaven BEV just as linguistically complex as Standard American English We don’t see/understand the complexity in other languages Moral: All languages seem to permit as wide range of expressions as others Linguistic Universals What is in common with all languages? Sentences are built from words based on the same physiological processes †¢ All languages have words †¢ All humans have ways of making sounds. †¢ Languages tend to use a small set of phonemic sounds †¢ Phoneme: The minimal unit of sound that contributes to meaning How many phonemes in a language? English: 40 phonemes †¢ Range: Polynesian 11 to Khoisan 141 Discreteness Messages in human language (e. g. speech sounds) are made up of units of which there is a discrete (limited) number Arbitrariness The relationship between meaningful elements in language and their denotation is independent of any physical resemblance between the two. Words do not have to look or sound like what they describe Openness †¢ New linguistic messages are created freely and easily †¢ Languages are not constrained in a way so that there are a limited number of messages that can be created.