Writing to success » learning

Translation Tools

Tue, 06 Jul 2010 14:29:33 +0000

For beginner especially in overseas country which are not using english as their mother tongue, its difficult to learn it from the beginning. But in the era’s of technology and internet everything is possible, with a software you could get your english grammar check. The benefit of software rather than a dictionary are its more thin, and easily to bring cause you could installed it on a portable computer or a handset.

Currently there were lots of Translation tools, and some are equipped with grammar checking. This tools became powerful cause it will help the user using the correct grammar. With this tools student in overseas or newbie english learner could maximize their potential in learning english.

If you want to improve your english skill, the first thing to start is fixing your grammar.
Here are some basic rules that need to be noticed in Grammar:
a. Capital letters only in use for nouns and the beginning of sentences. It could be a noun name of the person and place names.
b. Every sentence must end with a dot (.), An exclamation point (!) Or question mark (?) And provides a space before starting the next sentence.
c. A noun is a word that the good name of the person’s name or the name of the place. While the verb form of an activity or action to do something. In making a sentence, there must be at least one noun and a verb.
d. Only need to use a single punctuation, do not need too much, here is an example of making the wrong punctuation:

- It was great !!!!!
- How are you?.
- She said “I left it on the bench.”

e. Apostrophe proper use of symbols is as follows:

- To write ‘the boy Owned the book’, we can use the Apostrophe ‘the boy’s book’ sign Apostrophe in place after the owner and before the “s”. For exception words that have the suffix s is added only Apostrophe just behind those words.

example:

boy’s toy
(Boys who have a toy / owner of the toy)
boys’ bikes
(Some boys bicycle owners)

- In use for certain abbreviations
example:

I am>> I’m
He is>> He’s
We will of>> We’ll
You are>> you’re
They ate>> they’re

These Grammar basics is referring to facilitate you in forming a proper sentence.
Find the best tools to help you out in your english learning.

Returning to school

Thu, 10 Jun 2010 13:50:41 +0000

There are many reasons beyond a mere desire to learn that makes continuing your education a very important aspect of your life. While there are those who spend their lives learning new things just for the sake of knowing, most people have more practical and pragmatic reasons for returning to school.
The world has become increasingly complex. Business markets have become global and technology continues to integrate itself into more areas of life than ever before. As career paths become more specialized, it more often requires continuing your education in order to keep up with these changes. Such careers as engineering, chemistry and the medical profession make such rapid changes that continuing education is so important as to be needed just to maintain your place in the job market. more
The amount of money one can expect to be paid on the job is the primary reason most individuals continue their education beyond the high school level. Entry level jobs tend to pay the lowest and least sustainable rates. A degree shows the person has had extra training in the field of their endeavor and is thus more valuable to employers. An example of this is most clearly seen in the health care industry. A basic medical job which requires no college degree may provide between $20,000 to $40,000 per year while the physician who is fully trained should easily be able to command between $120,000 to $500,000 per year depending on their specialty.
Many jobs require a college degree as a mandatory prerequisite for consideration. Rarely will any management position be available for someone who has not been trained in the basics of how to run a business. As the business world grows more complex and international, additional training is required to understand new technologies. Even accountants have to take continuing education courses to stay up on the latest accountancy laws and procedures.
The job market continues to become more competitive. Even those who may have been at a job for years may find themselves being passed over for promotion or a raise. The need to stay current on the demands of one’s profession also prompts continuing education just to maintain their position. It is becoming increasingly important to learn the most current details in the hopes of not being laid off or let go.
Even retirement does not preclude the need for continuing education. However hard someone has built a retirement fund, the situation may arise that on will need to go back into the job market to seek a new career path. The number of “non-traditional” older students enrolling in college courses is at an all time high. Retirement can also bring the need to remain active just for one’s own mental health. Continuing education can not only stimulate the mind but provide a necessary social environment.
Learning can and should be a lifelong pursuit just for the enrichment it can bring. With society as it is, it becomes important just to be more able to maintain as full and satisfying life and lifestyle.

Kindergarten: Science education is important

Thu, 10 Jun 2010 13:41:43 +0000

Engaging Young Children in the Exploration of the World Around Them
Science education is important for students’ development. But, on average, science activities in early grades occur only sporadically. How to change this picture?

On the one hand, science is about observing and exploring the world around us. It is about questioning, investigating, analyzing, and drawing conclusions. It regards knowledge and systematic ways of studying diverse subjects.
On the other hand, children are often curious, inquisitive and intuitive. They try to understand the reasons why some things happen, being quite often busy looking for answers to their questions. In other words, they seem to have a natural talent for science.
Incorporating science education in early grades intends to help youngsters to understand the world around them and improve their critical-thinking skills. However, only a small percentage of instructional time in kindergarten is devoted to teaching science. more
How to engage young children in more science-oriented activities? Some projects concentrate their efforts on making science education more accessible and integrated into the kindergarten curriculum.
The Scientific Literacy Project
The Science Literacy Project (SLP) has been developed by a team of researchers at Purdue University in collaboration with Indiana classroom teachers. It consists of a program including a series of science units which allow children to experiment with the scientific process, stimulating the interaction with other classmates and the participation of parents.
Each SLP unit combines classroom activities with theme-related books in order to create an active learning environment where children explore important scientific concepts, such as the difference between living and non-living things.
Besides, the family literacy materials provide a guide to the parents with respect to reading science books with their child. They “link the book to the classroom activities, the science topic in general, and to other school subjects such as mathematics.” This way, the parents can play an important role in the further exploration of science topics seen in each unit.
In the first “What is Science?” unit the children are introduced to the basic concepts used throughout the program,
• Science as the study of the natural world
• Science as something that everyone can do
• The scientific methodology: learning through “carefully conducted processes of inquiry”
More information on each teaching/learning unit and the outcome of the research (list of publications inclusive) can be found at the SLP website.
Integrated Science-Literacy Enactments Project
A similar initiative is the Integrated Science-Literacy Enactments (ISLE) project developed at the University of Illinois in Chicago.
The integrated units include various activities for the young students among which,
• Reading information books aloud
• Acting-out (drama) activities
• Literature circles
• Composition of their own illustrated books
The scientific content includes
• Matter unit in which students learn, for instance, what solids, liquids and gases look like, how they differ from one another and how changes of state occur.
• Forest unit that help students to learn about plants and animal, including topics such as where they live, what they eat or what they are eaten by.
More information available in the ISLE project website.
Science Everyday
In the Suite 101 article “The Science of Everyday Life”, Theresa Willingham suggests ways of getting children to love science by understanding how science is present in their lives. Everyday life examples show how parents can stimulate their kid’s appetite for science.
Early Science Education
Integrating the teaching of science with language makes it more appealing for teachers and allow the students to experience written language, for instance, as a means of recording observations and presenting scientific ideas.
Science is all around, present in many daily experiences. And early science education encourages inquiry and reflection, allowing young students to exercise the natural talent for science that exists in each and all of them. Therefore, at school and at home, children should be motivated to experience and understand the world around them.

Homework to Students

Thu, 10 Jun 2010 13:38:01 +0000

Studies Conclude Academic Performance Higher When Homework Completed
Parents, teachers, and students may be divided on the issue of giving homework; but research shows academic performance increases in primary grade student.

It’s a given that the majority of students do not enjoy being assigned homework. Parents and teachers, and administrators in education have divided beliefs on whether homework is advantageous for students, especially in the elementary grades. Research shows that students in the middle and high school grades do increase their academic performance when given daily homework. However, the elementary grades students show no significant increase in their academic performance when assigned daily homework. more
What the Research Shows
In looking at quality of instruction, homework assigning must be included as a factor if in fact homework is shown to impact academic achievements in all students. Rosenberg conducted a study at Johns Hopkins University to examine the impact of daily homework in acquiring basic academic skills of Learning Disabled students. He used six elementary-level students with learning disabilities and who had Individualized Education Plans (IEPs). Additionally the subjects had indicated a need to work on the acquisition and fluency of basic multiplication facts.
Rosenberg concluded that at first glance, the effects of the supplemental homework assignments on math fact performance could be characterized as equivocal; however, several factors mediated the differential effects of the assigned homework. The patterns revealed that homework was effective only when a rate of homework completion equaled or exceeded 70%; the percentage correct on homework assignments averaged 70% or above and a student demonstrated at least moderate acquisition of the material during checks of performance. Students who did not reflect all three components did not show consistent benefits from the homework.
In a larger study, Trautwein analyzed data from the Program for International Student Assessment (PISA) and concluded that further study was indicated to determine the relationship between homework and academic achievement. Trautwein brought to light two important factors: 1) a homework effect at the class level happens when students in classes with a higher quantity or quality have more pronounced achievement gains than students in other classes; 2) a homework effect at the student level happens when students in the same class differ in their homework behavior and show differential outcomes.
The study revealed that time spent on homework was a predicting factor on the relationship between homework and achievement. The results indicated that homework time had a negative effect at the student level and a positive effect at the school level.
Parental Involvement is a Factor in Increased Academic Performance
Parental involvement is another factor in the relationship between homework and achievement. Problems arise when parents or caregivers are conflicted in their beliefs regarding the value of homework.
Hoover-Dempsey et al. report that parents’ beliefs about their children’s abilities play a part in how they handle homework. Parents cite various problems in getting their children to complete homework including procrastination, needing reminders and prompts, and easily distracted during the homework process.
According to Epstein, student achievement is higher when parents monitor homework, participate in school activities and support the work and values of school. It appears that there is not accord between parents’ and teachers’ beliefs and expectations about homework. According to Bryan and Nelson, parents seem to believe that teachers want accurate and complete assignments; teachers value effort and are lenient when grading. Research indicates that many parents believe that partnership with schools in regards to homework support is an important factor in achievement.
In a 12-year follow up study conducted by Solomon, Warin & Lewis, they found that though the original study contained a variety of survey questions; the issue of homework was repeatedly reported by both parents and students as a major factor in the family relationship.
Students may Complain but Research Data Supports Homework
Harris Cooper from Duke University is acknowledged as the foremost expert on the homework issue. In 1989 he reviewed over 60 studies and indicated that research definitely supports the notion that homework does make a significant impact on academic achievement . In 2001 he added an additional 60 studies and found the same result.
Cooper also suggested that research findings support the common “10-minute rule” which states that all daily homework assignments combined should take about as long to complete as 10 minutes multiplied by the student’s grade level. However, Cooper cautioned against teachers assigning too much homework as that could have an adverse effect.