Regional Differences in Spanish

In general, the biggest divisions in Spanish are those between Spain and Latin America. But even within Spain or within the Americas youll find differences, especially if you go to more remote areas such as the Canary Islands or the Andean highlands. With a few exceptions—some local accents can be difficult for outsiders—people in Spain watch movies and TV shows from Latin America without subtitles, and vice versa. Here are the most significant grammar, pronunciation, and vocabulary differences you should be aware of. Key Takeaways The most significant regional differences in Spanish usage are those between Spain and Latin America.In most of Latin America,  vosotros  (the plural you) is replaced by  ustedes, even when talking to close friends and family.Within  Latin America, the most significant differences can be found in Argentina and some areas nearby, which use  vos  instead of  tà º.In most of Latin America, the  c  before  e  or  i  and the  z  are pronounced like the  s, but the sounds are different in most of Spain. Pronunciation Differences While regions have countless small differences in pronunciation, the following differences are some of the most significant and noticeable. Pronunciation of  Z  and  C The most noticeable difference in pronunciation of European Spanish and that of the Americas involves that of the  z  and that of the  c  when it comes before an  e  or  i. In most of Spain it has the sound of the th in thin, while elsewhere it has the sound of the English s. Spains sound is sometimes incorrectly called a  lisp. Thus casar (to marry) and cazar (to hunt or to catch) sound alike in most of Latin America but are pronounced differently in most of Spain. Pronunciation of  Y  and  LL Traditionally, the  y  and  ll  represented different sounds, the  y  being much like the y of yellow and the  ll  being the zh sound, something the s of measure. However, today, most Spanish speakers, in a phenomenon known as  yeà ­smo, make no distinction between  y  and  ll. This occurs in Mexico, Central America, parts of Spain, and most of South America outside the northern Andes. (The opposite phenomenon, where the distinction remains, is known as  lleà ­smo.) Where  yeà ­smo  occurs, the sound varies from the English y sound to the j of jack to the zh sound. In parts of Argentina it can also take on the sh sound. Pronunciation of  S In standard Spanish, the  s  is pronounced much like that of English. However, in some areas, especially the Caribbean, through a process known as  debucalizacià ³n, it often becomes so soft that is disappears or becomes similar to the English h sound. This is especially common at the end of syllables, so that  Ã‚ ¿Cà ³mo està ¡s? sounds something like  ¿Cà ³mo età ¡? The J Sound The intensity of the j sound varies considerably, ranging from the ch heard in the Scottish loch (difficult for many native English speakers to master) to the English h. Accents Accents found in Mexico City or Bogotà ¡, Colombia, are often considered to be neutral Latin American Spanish accents, just as in the United States the Midwestern accent is considered neutral. As a result, it is common for actors and television personalities to learn to speak using those accents. Grammar Differences The most common grammar differences are ustedes vs. vosotros, tà º vs. vos, the use of leà ­smo, and preterite vs. present perfect tenses when referring to the recent past. Ustedes  vs.  Vosotros The  pronoun  vosotros  as the plural form of you is standard in Spain but is nearly nonexistent in Latin America. In other words, while you might use  ustedes  to speak with strangers in Spain and  vosotros  with close friends, in Latin America you would use  ustedes  in either situation. Latin Americans also do not use the corresponding conjugated verb forms such as the  hacà ©is  and  hicistes  forms of  hacer. For Spaniards, its unusual but entirely understanable to hear  ustedes  used where they are expecting  vosotros; the same goes in reverse for Latin American Spanish speakers. Tà ºÃ‚  vs.  Vos The singular formal pronoun for you is  usted  everywhere, but the informal you can be  tà ºÃ‚  or  vos.  Tà ºÃ‚  can be considered standard and is universally used in Spain and understood throughout Latin America.  Vos  replaces  tà ºÃ‚  in Argentina (also Paraguay and Uruguay) and can also be heard elsewhere in South America and in Central America. Outside of Argentina, its use is sometimes restricted to certain types of relationships (such as especially close friends) or to certain social classes. Preterite vs. Present Perfect Tenses The  preterite, such as  comià ³Ã‚  for she ate, is universally used for actions that took place in the distant past. However, in Spain and a few parts of Latin America, it is fairly common for the present perfect to substitute for the preterite when the action happened recently. For example, in Latin American Spanish, you would say: Esta tarde fuimos al hospital. (This afternoon we went to the hospital.) But in Spain, you would use the present perfeect: Esta tarde hemos ido al hospital. Leà ­smo The standard pronoun for him as a  direct object  is  lo. Thus the usual way to say I know him is Lo conozco. But in Spain it is very common, even sometimes preferred, to use  le  instead:  Le conozco.  Such use of  le  is known as  leà ­smo. Spelling and Vocabulary Differences These are the most common spelling and vocabulary differences in Spanish-speaking regions. Names of Fruits and Vegetables Names of fruits and  vegetables  can vary considerably with region, in some cases because of the use of indigenous words. Among those with multiple names are strawberries (fresas, frutillas), blueberries (arà ¡ndanos, moras azules), cucumbers (pepinos, cohombros), potatoes (papas, patatas), and peas (guisantes, chà ­charos, arvejas). Juice can be  jugo  or  zumo. Slang and Colloquialisms Every region has its own collection of slang words that are seldom heard elsewhere. For example, in some areas you might greet someone with  ¿Quà © onda? (similar in meaning to Whats happening?), while in other areas that might sound foreign or old-fashioned. There are also words that can have unexpected meanings in some areas; a notorious example is  coger, a verb that is used routinely to refer to grabbing or taking in some areas but that in other areas has a vulgar meaning. Spelling Differences The spelling of Spanish is remarkably standardized compared with that of English. One of very few words with acceptable regional variations is the word for Mexico, for which  Mà ©xico  is usually preferred. But in Spain, it is often spelled  Mà ©jico. It also isnt unusual for Spaniards to spell the U.S. state of Texas as  Tejas  rather than the standard  Texas. Other Vocabulary Differences Among the everyday objects that go by regional names are cars (coches, autos), computers (ordenadores, computadores, computadoras), buses (buses, camionetas, pullmans, colectivos, autobuses, and others), and jeans (jeans, vaqueros, bluyines, mahones). Common verbs that vary with region include those for driving (manejar, conducir) and parking (parquear, estacionar). The biggest class of vocabulary differences youll come across is in the use of suffixes. A là ¡piz is a pencil or crayon everywhere, but a lapicero is a pencil holder in some areas, a mechanical pencil in others, and a ball-point pen in still others. There are also a fair number of blatant differences, such as a computer being un ordenador in Spain but una computadora in Latin America, but they are probably no more common than the British-American differences. Names of foods can also vary, and it isnt unusual in Latin America for the indigenous names of vegetables and fruits to have been adopted. Travelers should be aware that there are at least a dozen words, some of them of local usage only, for a bus. But the formal word autobà ºs is understood everywhere. Of course, every area also has its quirky words. For example, a Chinese restaurant in Chile or Peru is a chifa, but you wont run across that word in many other places. Regional Differences in Spanish In general, the biggest divisions in Spanish are those between Spain and Latin America. But even within Spain or within the Americas youll find differences, especially if you go to more remote areas such as the Canary Islands or the Andean highlands. With a few exceptions—some local accents can be difficult for outsiders—people in Spain watch movies and TV shows from Latin America without subtitles, and vice versa. Here are the most significant grammar, pronunciation, and vocabulary differences you should be aware of. Key Takeaways The most significant regional differences in Spanish usage are those between Spain and Latin America.In most of Latin America,  vosotros  (the plural you) is replaced by  ustedes, even when talking to close friends and family.Within  Latin America, the most significant differences can be found in Argentina and some areas nearby, which use  vos  instead of  tà º.In most of Latin America, the  c  before  e  or  i  and the  z  are pronounced like the  s, but the sounds are different in most of Spain. Pronunciation Differences While regions have countless small differences in pronunciation, the following differences are some of the most significant and noticeable. Pronunciation of  Z  and  C The most noticeable difference in pronunciation of European Spanish and that of the Americas involves that of the  z  and that of the  c  when it comes before an  e  or  i. In most of Spain it has the sound of the th in thin, while elsewhere it has the sound of the English s. Spains sound is sometimes incorrectly called a  lisp. Thus casar (to marry) and cazar (to hunt or to catch) sound alike in most of Latin America but are pronounced differently in most of Spain. Pronunciation of  Y  and  LL Traditionally, the  y  and  ll  represented different sounds, the  y  being much like the y of yellow and the  ll  being the zh sound, something the s of measure. However, today, most Spanish speakers, in a phenomenon known as  yeà ­smo, make no distinction between  y  and  ll. This occurs in Mexico, Central America, parts of Spain, and most of South America outside the northern Andes. (The opposite phenomenon, where the distinction remains, is known as  lleà ­smo.) Where  yeà ­smo  occurs, the sound varies from the English y sound to the j of jack to the zh sound. In parts of Argentina it can also take on the sh sound. Pronunciation of  S In standard Spanish, the  s  is pronounced much like that of English. However, in some areas, especially the Caribbean, through a process known as  debucalizacià ³n, it often becomes so soft that is disappears or becomes similar to the English h sound. This is especially common at the end of syllables, so that  Ã‚ ¿Cà ³mo està ¡s? sounds something like  ¿Cà ³mo età ¡? The J Sound The intensity of the j sound varies considerably, ranging from the ch heard in the Scottish loch (difficult for many native English speakers to master) to the English h. Accents Accents found in Mexico City or Bogotà ¡, Colombia, are often considered to be neutral Latin American Spanish accents, just as in the United States the Midwestern accent is considered neutral. As a result, it is common for actors and television personalities to learn to speak using those accents. Grammar Differences The most common grammar differences are ustedes vs. vosotros, tà º vs. vos, the use of leà ­smo, and preterite vs. present perfect tenses when referring to the recent past. Ustedes  vs.  Vosotros The  pronoun  vosotros  as the plural form of you is standard in Spain but is nearly nonexistent in Latin America. In other words, while you might use  ustedes  to speak with strangers in Spain and  vosotros  with close friends, in Latin America you would use  ustedes  in either situation. Latin Americans also do not use the corresponding conjugated verb forms such as the  hacà ©is  and  hicistes  forms of  hacer. For Spaniards, its unusual but entirely understanable to hear  ustedes  used where they are expecting  vosotros; the same goes in reverse for Latin American Spanish speakers. Tà ºÃ‚  vs.  Vos The singular formal pronoun for you is  usted  everywhere, but the informal you can be  tà ºÃ‚  or  vos.  Tà ºÃ‚  can be considered standard and is universally used in Spain and understood throughout Latin America.  Vos  replaces  tà ºÃ‚  in Argentina (also Paraguay and Uruguay) and can also be heard elsewhere in South America and in Central America. Outside of Argentina, its use is sometimes restricted to certain types of relationships (such as especially close friends) or to certain social classes. Preterite vs. Present Perfect Tenses The  preterite, such as  comià ³Ã‚  for she ate, is universally used for actions that took place in the distant past. However, in Spain and a few parts of Latin America, it is fairly common for the present perfect to substitute for the preterite when the action happened recently. For example, in Latin American Spanish, you would say: Esta tarde fuimos al hospital. (This afternoon we went to the hospital.) But in Spain, you would use the present perfeect: Esta tarde hemos ido al hospital. Leà ­smo The standard pronoun for him as a  direct object  is  lo. Thus the usual way to say I know him is Lo conozco. But in Spain it is very common, even sometimes preferred, to use  le  instead:  Le conozco.  Such use of  le  is known as  leà ­smo. Spelling and Vocabulary Differences These are the most common spelling and vocabulary differences in Spanish-speaking regions. Names of Fruits and Vegetables Names of fruits and  vegetables  can vary considerably with region, in some cases because of the use of indigenous words. Among those with multiple names are strawberries (fresas, frutillas), blueberries (arà ¡ndanos, moras azules), cucumbers (pepinos, cohombros), potatoes (papas, patatas), and peas (guisantes, chà ­charos, arvejas). Juice can be  jugo  or  zumo. Slang and Colloquialisms Every region has its own collection of slang words that are seldom heard elsewhere. For example, in some areas you might greet someone with  ¿Quà © onda? (similar in meaning to Whats happening?), while in other areas that might sound foreign or old-fashioned. There are also words that can have unexpected meanings in some areas; a notorious example is  coger, a verb that is used routinely to refer to grabbing or taking in some areas but that in other areas has a vulgar meaning. Spelling Differences The spelling of Spanish is remarkably standardized compared with that of English. One of very few words with acceptable regional variations is the word for Mexico, for which  Mà ©xico  is usually preferred. But in Spain, it is often spelled  Mà ©jico. It also isnt unusual for Spaniards to spell the U.S. state of Texas as  Tejas  rather than the standard  Texas. Other Vocabulary Differences Among the everyday objects that go by regional names are cars (coches, autos), computers (ordenadores, computadores, computadoras), buses (buses, camionetas, pullmans, colectivos, autobuses, and others), and jeans (jeans, vaqueros, bluyines, mahones). Common verbs that vary with region include those for driving (manejar, conducir) and parking (parquear, estacionar). The biggest class of vocabulary differences youll come across is in the use of suffixes. A là ¡piz is a pencil or crayon everywhere, but a lapicero is a pencil holder in some areas, a mechanical pencil in others, and a ball-point pen in still others. There are also a fair number of blatant differences, such as a computer being un ordenador in Spain but una computadora in Latin America, but they are probably no more common than the British-American differences. Names of foods can also vary, and it isnt unusual in Latin America for the indigenous names of vegetables and fruits to have been adopted. Travelers should be aware that there are at least a dozen words, some of them of local usage only, for a bus. But the formal word autobà ºs is understood everywhere. Of course, every area also has its quirky words. For example, a Chinese restaurant in Chile or Peru is a chifa, but you wont run across that word in many other places.

Understanding the Big Five Personality Traits

Todays psychologists agree that personality can be described by five broad traits: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. Together, these traits make up the five-factor model of personality known as the Big Five. Key Takeaways: Big Five Personality Traits The Big Five personality traits are openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.Each trait represents a continuum. Individuals can fall anywhere on the continuum for each trait.Evidence suggests that personality is highly stable during adulthood, although small changes may be possible. Origin of the Big Five Model The Big Five, as well as other models that specify human personality traits, arises from the lexical hypothesis, which was first proposed by Francis Galton in the 1800s. The lexical hypothesis states that every natural language contains all the personality descriptions that are relevant and important to the speakers of that language. In 1936, pioneering psychologist Gordon Allport and his colleague Henry Odbert explored this hypothesis by going through an unabridged English dictionary and creating a list of 18,000 words related to individual differences. Approximately 4,500 of those terms reflected personality traits. This sprawling set of terms gave psychologists interested in the lexical hypothesis a place to start, but it wasnt useful for research, so other scholars attempted to narrow the set of words down. Eventually, in the 1940s, Raymond Cattell and his colleagues used statistical methods to reduce the list to a set of only 16 traits. Several additional scholars analyzed Cattell’s work, including Donald Fiske in 1949, and they all came to a similar conclusion: the data contained a strong, stable set of five traits. However, it wasnt until the 1980s that the Big Five began to receive wider scholarly attention. Today, the Big Five is a ubiquitous part of psychology research, and psychologists largely agree that personality can be grouped into the five basic traits specified by the Big Five. The Big Five Traits Each Big Five trait represents a continuum. For example, the trait of extraversion’s opposite is introversion. Together, extraversion and introversion make up opposing ends of a spectrum for that Big Five trait. People can be very extraverted or very introverted, but most people will fall somewhere in between the extremes of the spectrum.   Its also important to remember that each trait of the Big Five is very broad, representing a cluster of many personality characteristics. These characteristics are more specific and granular than each of the five traits as a whole. Thus, each trait can be defined in general and also broken down into several facets. Openness to Experience If you possess high openness to experience, you are open to all the original and complex things life has to offer, both experientially and mentally. The opposite of openness to experience is close-mindedness. Individuals with this trait are usually: CuriousImaginativeArtisticInterested in many thingsExcitableUnconventional Conscientiousness Conscientiousness means having good impulse control, which enables individuals to fulfill tasks and meet goals. Conscientious behavior includes planning and organization, delaying gratification, avoiding compulsive action, and following cultural norms. The opposite of conscientiousness is lack of direction. Key facets of conscientiousness include: CompetenceOrder, or organizational skillsDutifulness, or a lack of carelessnessAchievement through hard workSelf-disciplineBeing deliberate and controlled Extraversion Extraverted individuals who draws their energy from their interactions with the social world. Extraverts are sociable, talkative, and outgoing. The opposite of extraversion is introversion. Extraverts are typically: GregariousAssertiveActiveExcitement-seekingEmotionally positive and enthusiasticWarm and outgoing Agreeableness The trait of agreeableness refers to a positive and altruistic orientation. This trait enables individuals to see the best in others, trust others, and behave prosocially. The opposite of agreeableness is antagonism. Agreeable people are often: Trusting and forgivingStraightforward and undemandingAltruisticAffable and amenableModestSympathetic to others Neuroticism Neuroticism refers to a tendency towards negative emotions and includes experiences like feeling anxious and depressed. The opposite of neuroticism is emotional stability. Key facets of neuroticism include: Anxiety and tensionAngry hostility and irritability,Depression,Self-consciousness and shyness,Being impulsive and moodyLack of self-confidence The acronym OCEAN is a handy device for the traits specified by the Big Five. Can Personality Be Changed? Personality traits tend to be highly stable during adulthood. While some gradual shifts in personality traits may be possible, these shifts are generally not drastic. In other words, if an individual is low on the trait of extraversion (meaning they are more introverted than extraverted), they are likely to stay that way, though they may become slightly more or less extraverted over time. This consistency is partially explained by genetics, which plays a significant role in the traits one develops. For example, one twin study showed that when the Big Five personality traits of identical and fraternal twins were assessed, the influence of genetics was 61% for openness to experience, 44% for conscientiousness, 53% for extraversion, and 41% for both agreeableness and neuroticism. Environment may indirectly reinforce inherited traits as well. For instance, in creating an environment that works with their own traits, parents also create an environment that works with their children’s traits. Similarly, as adults, people choose environments that reinforce and support their traits. The Big Five in Childhood Research on the Big Five has been criticized in the past for focusing primarily on adult personality development and ignoring the development of these traits in children. Yet, recent research has shown that children as young as five have the ability to describe their personality and that by six, children begin to show consistency and stability in the traits of conscientiousness, extraversion, and agreeableness. Two other studies showed that while the Big Five seems to manifest in children, childrens personalities may also include additional traits. One study of American adolescent boys found that in addition to the Big Five traits, participants also displayed two additional traits. The researchers labeled these as irritability  (negative affect that led to developmentally inappropriate behaviors like whining and tantrums) and activity (energy and physical activity). Another study of Dutch children of both sexes between the ages of 3 and 16 also found two additional personality traits. While one was similar to the activity trait found in the previously discussed study, the other, dependency (relying on others), was different. Age Differences in Personality Traits Research has suggested the Big Five traits evolve with age over the life span. In an analysis of 92 longitudinal studies that examined changes in personality traits from youth to old age, scholars found that people became more conscientious, less neurotic, and increase in social dominance, a facet of extraversion, as they get older. People also became more agreeable in old age. And while adolescents were more open to experience and demonstrated greater social vitality, another facet of extraversion, especially during the college years, people decreased in these traits during old age. Sources Allport, Gordon W. and Henry S. Odbert. â€Å"Trait-Names: A Psycho-Lexical Study.† Psychological Monographs, vol. 47, no. 1, 1936, pp. i-171. http://dx.doi.org/10.1037/h0093360Cattell, Raymond B. â€Å"The description of Personality: Basic Traits Resolved Into Clusters.† Journal of Abnormal and Social Psychology, vol. 38, vol. 4, 1943, pp. 476-506. http://dx.doi.org/10.1037/h0054116Costa, Paul T., and Robert R. McCrae. â€Å"The NEO-PI-R: Professional Manual.† Psychological Assessment Resources, 1992. http://www.sjdm.org/dmidi/NEO_PI-R.htmlDigman, John M. â€Å"Personality Structure: Emergence of the Five-Factor Model.† Annual Review of Psychology, vol. 41, 1990, pp. 417-440. http://dx.doi.org/10.1146/annurev.ps.41.020190.002221Fiske, Donald W. â€Å"Consistency of the Factorial Structures of Personality Ratings from Difference Sources.† Journal of Abnormal and Social Psychology, vol. 44, 1949, pp. 329-344. http://dx.doi.org/10.1037/h0057198Jang, K erry J., John Livesley, and Philip A. Vernon. â€Å"Heritability of the Big Five Personality Dimensions and Their Facets: A Twin Study.† Journal of Personality, vol. 64, no. 3, 1996, pp. 577-592. https://doi.org/10.1111/j.1467-6494.1996.tb00522.xJohn, Oliver P., Avshalom Caspi, Richard W. Robins, Terrie E. Moffitt, and Magda Stouthamer-Loeber. â€Å"The ‘Little Five’: Exploring The Nomological Network of the Five-Factor Model of Personality in Adolescent Boys. Child Development, vol. 65, 1994, pp. 160-178. https://doi.org/10.1111/j.1467-8624.1994.tb00742.xJohn, Oliver P., Laura P. Naumann, and Christopher J. Soto. â€Å"Paradigm Shift to the Integrative Big Five Trait Taxonomy: History, Measurement, and Conceptual Issues.† Handbook of Personality: Theory and Research, 3rd ed., edited by Oliver P. John, Richard W. Robins, and Lawrence A. Pervin, The Guilford Press, 2008, pp. 114-158.John, Oliver P. and Sanjay Srivastava. â€Å"The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives.† Handbook of Personality: Theory and Research, 2nd ed., edited by Lawrence A. Pervin, and Oliver P. John, The Guilford Press, 1999, pp. 102-138.McAdams, Dan P. â€Å"Can Personality Change? Levels of Stability and Growth In Personality Across the Life Span.† Can Personality Change? edited by Todd F. Heatherton and Joel L. Weinberger, American Psychological Association, 1994, pp. 299-313. http://dx.doi.org/10.1037/10143-027McAdams, Dan. The Person: An Introduction to the Science of Personality Psychology. 5th ed., Wiley, 2008.Measelle, Jeffrey R., Oliver P. John, Jennifer C. Ablow, Philip A. Cowan, and Carolyn P. Cowan. â€Å"Can Children Provide Coherent, Stable, and Valid Self-Reports on the Big Five Dimensions? A Longitudinal Study from Ages 5 to 7. Journal of Personality and Social Psychology, vol. 89, 2005, pp. 90-106. http://dx.doi.org/10.1037/0022-3514.89.1.90Roberts, Brent W., Kate E. Walton, and Wolfgang Viec htbauer. â€Å"Patterns of Mean-Level Change in Personality Traits Across the Life Course: A Meta-Analysis of Longitudinal Studies.† Psychological Bulletin, vol. 132. No. 1, 2006, pp. 1-35.  Van Lieshout, Cornelis F. M. and Gerbert J. T. Haselager. â€Å"The Big Five Personality Factors in Q-Sort Descriptions of Children and Adolescents.† The Developing Structure of Temperament and Personality From Infancy to Adulthood, edited by Charles F. Halverson, Gedolph A. Kohnstamm, and Roy P. Martin, Lawrence Erlbaum Associates, 1994, pp. 293-318.

Field Trip Should Not Be Removed Free Essays

NO TO THE REMOVAL OF FIELD TRIPS By: Maries Imee M. Venturillo BSEd1-1 Palawan State University College of Teacher Education Title: No to the Removal of Field trip Thesis statement: I am writing about keeping field trip in the curriculum of the schools and I am going to argue, show and prove that field trip should remain the curriculum by stating: the integration of field trip to teaching program, field trip as the ground of oral communication, studies about scientific exploration in field trips and as classroom extension. ————————————————- Students remember most of their experiences rather than the lessons they have learned during their school days. We will write a custom essay sample on Field Trip Should Not Be Removed or any similar topic only for you Order Now So, it is not a surprise of having field trips in school curriculum. Field trip aims to aggravate and support the educational program. Therefore, it should be reasonably provided for all students. There are many issues regarding field trips. Many suggest about its removal; some are in favor but some are anti. However, if this issue is addressed and informed to the public, they will see how important field trip is. I am writing about keeping field trip in the curriculum of the schools and I am going to argue, show and prove that field trip should remain the curriculum by stating: the integration of field trip to teaching program, field trip as the ground of oral communication, studies about scientific exploration in field trips and as classroom extension. â€Å"Field trips should be integrated into teaching program (Griffin et. al. , 1994). † They suggested that teachers need to use plans that will reflect informal teaching methods rather than use of formal classroom methods which are the main focus of their training. Teachers behold that this kind of activity aggravates students’ understanding of the process included and also enhance students’ attitudes toward the subject matter and in the classroom as well. Furthermore, teachers have also seen that having field trips are potent pedagogy which they prefer to use both more often and effectual. In addition, most teachers assumed to be capable of adapting their teaching to participate students in small group but much of it is passing worksheets after field trip. Excursions or field trips are used as the ground of oral communication. Therefore, many find that it is a convincing way to make sure that the students having field trip are extracting the data or information. In addition, students can also have interactive learning through asking questions and discussing it to the other students to understand the matter fully. However, discussions of students should be regulated because this may cause noise that will distract other students. It may also involve in a class discussion wherein after the field trip they can print ideas or what is the implication of what they conducted to them. Therefore, students’ best learn while hearing and discussing things, and field trips can provide the students’ need in learning. Studies have shown that obligating students in scientific exploration may have a difficulty in class. However, if students are brought out of the classroom, scientific exploration often appears naturally. Therefore, these students are tactual learners that learn best through manipulating things. Bringing students at a science center or in historical museum accompanied by a hands-on staff, children will probably be excited to learn from someone or something new rather than in printed books. Therefore, if field trips are eliminated, students that do not learn well in scientific exploration in the classroom may decline interest in a particular subject. Making field trip as a classroom extension is also an effective way. Tests and classrooms may not be effective for some children; field trips give every student at the same level. Students often ask the importance of topic they study in class. However, if you will take them to places where your topic is related they will know what it’s like. Teachers assumed that tudents are highly benefited on field trips and most students wanted to go on field trip. For many teachers, the main focus why they want to take field trips are learning new experiences and giving students a real picture of what is available outside their school. Moreover, getting out of a classroom to learn is good for some students. They want to see the real world other than the classroom. Students often see a field trip a free day out of the classroom. H owever, students will likely have an educational experience that they never could have had in the classroom. Field trips are important way for students to perform skills they have learned into action. Field trips are only naive tasks, but they teach students a lot of beneficial things in life that they will be needed in their future workplace. However, the enthusiasm of the teachers for field trip varied from highly enthusiastic to disillusioned. Therefore, these issues should be addressed in schools. The most powerful memories are those we have experienced. In addition, learning in new environments can provide challenges for more individualize learning. The learning is experienced rather than taught. Therefore, field trips should not be removed in the school curriculum. References: 1. Equitable Participation Opportunities for Student on Field trips Louise Herrity(2005) 2. http://www. newfoundations. com/ETHICPROP/Herrity718F04. html 3. â€Å"In Pursuit of Equity: An Idea Whose Time Has Come. † IDRA Newsletter (San Antonio: Intercultural Development Research Association, September 1990). 4. http://www. griffinlearning. com/GriffinLearning/about-us. php 5. http://www. ehow. com/info_8065185_importance-field-trips. html How to cite Field Trip Should Not Be Removed, Papers

Mrs Dalloway Analysis Of The Film Essay Example For Students

Mrs Dalloway Analysis Of The Film Essay Upon viewing ?Mrs. Dalloway? I was not impressed. The movie seemed to jump from the present to the past. The character Septimus didnt appear to have any purpose in the storyline. Clarrisa also seemed to be tightly bound by the Victorian lifestyle of the day to make her interesting to me. The plot just seemed too hard to follow. This movie must have been for people that look for meaning deeper than I. I believe that Mrs. Dalloway was fixed on the past. For one thing, the audience never saw Clarissa Dalloway think about the future; she always went back to the past. Every time she stopped to think about something it was of the past, for example; the flashback of the night of boating, and Septimus delusional thoughts of World War I.I think her one true love was Peter. I think she married Mr. Dalloway because she was scared to admit that she loved Peter in more than a brotherly way. When she was older and seeing Peter at the party, I think she regretted not marrying Peter. Perhaps the movie would have been more interesting if Clarissa would have been more free spirited like Peter or Sally. Septimus did not have a well defined role in the film. He was constantly reliving his days in the war, and appearing to everyone that insanity has become him. His purpose was unclear, the story just jumped from Clarissa to Septimus. Whether he parallels or is an opposite of Clarissa, I dont know. If Septimus was a parallel of Clarissa, then his character was played well, being that he, like Clarissa, constantly thought of the past, and never the future. Making the two most similar, yet they seem different in that Clarissa recollects on happier thoughts, while Septimus dwells on depressing thoughts of the first world war. Clarissa was obligated to the Victorian lifestyle, seen in her flashbacks to the past. At Bourton she was too set in her ways to be free spirited. Unlike Sally or Peter, Clarissa was unable to speak her mind, or do as she pleases. She appeared as the model Victorian woman, yet that held her back from following her love of Peter. The concern that her party would be inferior to other parties prevented her from enjoying herself on a day that she should be rejoicful. Clarissa also seemed to be a dreamer. Her life apparently revolved around dreams that appear perfect. For example, the fact that everyone has fun at her party is not as important as the fact that she has fun. The film ?Mrs. Dalloway? was hard to follow, and generally not interesting. This is just my opinion and opinions vary from person to person. Yet if Clarissa had been a free spirit, and not a traditionalist she would have captured my attention as having a purpose. Septimus purpose is unclear, and the plot is made for those who dont take things for what they are and leave them at that.