Learning English Essay Example for Free

Learning English Essay As an international student, learning English was a big challenge. For one thing, I grew up speaking my native language most of the time, and I only speak English when just necessary, such as talking to American or English strangers. This is why I found it hard to learn English, and there is still room for many improvements. At first I thought that once I studied English, I would learn quickly. But I found out it was hard because my tongue got used to speaking my native language. The hardest part was mastering the subject-verb agreement. Every time I speak, I struggle with evaluating whether the subject and the verb match. Sometimes I use verb with s when I refer to plural subjects. I also had difficulty understanding sentences that have very long subjects. For instance, A mountain range that sits between two larger mountains overlooking the valley is/are very beautiful. When my friend or anyone I talk to use this kind of sentence, I easily get lost from what he means to say. Thus, sometimes I misinterpret what he says. I guess the learning process took longer for me. But I am thankful that my experiences were training ground for the changes that took place. Also, the formalized learning from the classroom helped me a lot to learn another language (Smith). Little by little, I learned the right pronunciations of words. My teacher and my classmates and friends correct me when I wrongly pronounce a word or my sentence is grammatically incorrect. Reading has also helped greatly. I tried to understand what I read, and apply what I learned. I have also read short stories and I studied the way sentences are constructed. Learning from reading is advantageous. Aside from learning grammar, spelling, and understanding meaning from the books I read, reading has also opened my eyes to the many things that remained undiscovered to me. I can say that until the present time, I’m still learning. It has helped me greatly in dealing with day to day issues in the United States. Work Cited Smith, Mark K. 2003. â€Å"Learning Theory. † 26 February 2009 http://www. infed. org/biblio/b-learn. htm.

Framework and Physics of an Autogyro Essay -- Physics Science Helicopt

To fully understand the physics of an autogyro, one must know what it is. An autogyro is an aircraft, similar to a modern helicopter in appearance, but with a few major dissimilarities. It, like a helicopter, uses an overhead rotor as its main source of lift. The rotor on an autogyro, however, is freely rotating, meaning it is not powered by any engine, and therefore applies no rotational force, or torque, on the machine. This nullifies the need for a tail rotor like that of a helicopter's because there is no need to stabilize the fuselage from twisting. Because of the fact that the rotor does not spin on its own to give itself thrust like a helicopter, it makes for the need of another form of forward propulsion. This comes in the form of a propeller, like that on an airplane, to propel the machine forward, which makes air to pass though the overhead rotor, causing it to spin and create lift. The faster the machine goes, the more lift the rotor creates. Autogyros can fly very slow, sink vertically down, take off vertically up if a jump-start is added, and even fly somewhat backwards. Something they cannot do, however, is hover. They can "hover against the wind" if a small breeze is present, but do not have the capabilities of actual hovering. Autogyros are excellent at maneuvering and can land on small platforms and oilrigs. Autogyros are generally small in comparison to helicopters, or any other type of aircraft. Hobbyists, the main producers of autogyros, typically make them in the range of 200-2000 pounds. This is extremely small in comparison to their fixed-winged, and forcefully rotating cousins. Because of this, they can traverse into very tight spots, slowly, and quietly, making them a great candidate for military reco... ...negative aestheticism extends throughout the machine, not remaining just in the front, thereby eliminating anyone to want to fly it. Thrust is the final and perhaps one of the most important forces in the system. Enough thrust allows you to overcome drag and therefore produce a net motion of forward, and therefore climb. The thrust in an autogyro system is different than that of a fixed-wing aircraft in that it is not always wise to give more or full power to correct an emergency situation. Often decreasing your thrust will produce a higher rotor speed. This has to do with the angle that the rotor hits the air. When you decrease thrust, the tail end of the gyro tends to dip down, making the rotor tilt back giving more air to hit the blades, and thereby increasing the rotor speed. In contrast, it would be wise to pull the stick back a bit when increasing thrust.

Children’s ideas in Science Essay

Harlen (1997) identified various techniques which can be used to enable children to reveal their ideas. These include: – questioning, asking children to draw or write about what they think is happening, discussing their writing or drawing with their teacher and initiating a group discussion.  With Harlen’s view in mind and considering the class topic of materials being focused on in Science, my partner and I decided to plan a lesson that explored children’s ideas of what particular objects are made from and what they were prior to the object they are now. It was felt that in order for children’s ideas to be highlighted, visual cues would be beneficial. Harlen (2000:125) supports this and affirms  Ã¢â‚¬Å"There are often products or artefacts at several stages of children’s activities which all have the potential to indicate children ideas.†Ã‚  The use of visual aids did help children respond to the questions asked and assist children develop their ideas. They ensured the children were focused and also ensured the children were kept on task.  For one of the examples, it may have proved more effective if the visual objects had been provided for each stage that the object had been through to get it to what it is now. To evaluate children’s ideas, it was thought that questioning the children would be very beneficial and as Harlen (2000) emphasised open questions and person-centred questions prove the most effective types of questions in order to find out children’s ideas. Considering this view, my partner and I tried to ensure the majority of our questions included these two question types. The first question to be asked was â€Å"What do you think this was before it was made into a jumper† thus reflecting a person-centred question. Some of the children at this stage replied with the answer â€Å"a sheep† and upon reflection it can be said that the question needed to be more focused to ensure the children stated what the jumper was exactly before it was a jumper. It perhaps would have been more affective and easier for the children if we had looked at the objects the other way around focusing on a sheep, moving on to a ball of wool and then moving on to the woolly jumper. However the learning objective was to see if children could state what an object was prior to the one it is now and what is was before that. This part of the lesson was completed as a whole class in order to generate more ideas. Harlen (2000:101) suggested that children’s discussion with their peers is a valuable source of generating ideas. This is because children are encouraged to consider alternative ideas through other people’s ideas and secondary sources and not just from what they experience directly.  Sharp (2000:85) identified  Ã¢â‚¬Å"Children’s involvement in formulating their ideas, attempting to communicate them and listening to alternative explanations by their peers is a valuable learning process.† To enable a clear understanding of children’s ideas were generated it was thought that through children drawing their ideas as well as discussing them would not only highlight their ideas but would also be valuable for assessment purposes. Harlen (2000:125) highlights â€Å"children’s drawings give particularly rich information about their ideas.†Ã‚  Throughout the drawing of pictures, the children were required to think about what the objects were before and before that. The drawings provided us with a clear insight into the children’s thoughts and ideas. Sharp (2000) highlights through discussions with children, about their pictures, enable their ideas to be clarified and explained upon. As well as drawing pictures, the children were asked to write a brief description of what the various objects were prior to what they are now. Harlen (2000) identified that through writing, children’s ideas may prove more productive. Within the writing, children expressed their ideas more thoroughly than within the pictures and recorded how some of the objects had been a different object prior to the object they are now.

Allocative Efficiency and Dynamic Efficiency - 1114 Words

Efficiency is to fulfil the needs and wants of consumers by making optimal use of scarce limited resources. There are several meanings of efficiency and all are linked to how well a market shares scarce resources to satisfy consumers. The two of the terms within efficiency going to illustrate are allocative efficiency and dynamic efficiency. Allocative efficiency Allocative efficiency looks into the goods and services that match the changing consumers’ needs and preferences, reflecting on the price willing to pay. Allocative efficiency is reached when there is no one made better off without making someone else worse off. The condition required for allocative efficiency is when the value in which consumers place on a good or service equals the cost of resources being used up in production, total economic welfare is maximised. In the diagram to the side, at P1 and output Q1 the market is balanced, at this point the total area of producer and consumer surplus is maximised. If suppliers would limit the output shown on Q2 and increase the market price to P2, sellers will be gaining more producer surplus by expanding their profit margins. By doing this there would be a bigger loss of consumer surplus. Therefore to sum this diagram P2, Q2 is not an allocative efficient distribution of resources for this market, whereas P1, Q1 he market stability price is considered to be allocative efficient. There are many diverse market structures at presence. Allocative efficiency is aShow MoreRelatedExplain, and Illustrate Using Graphs, Whether You Think a Perfectly Competitive Industry or a Monopoly Industry Leads to More Efficient Outcomes for an Economy1740 Words   |  7 Pagesrelevance to this, the analysis of perfect competition and monopoly regarding efficiency is considered one of the most core basis to the understanding of Microeconomics. This paper argues that a perfectly competitive industry leads to more efficient outcomes for an economy than a monopoly does. 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There are many ways in which a firm or leisure industry can be considered to be efficient. First of all they may be productively efficient. This is where they would be operating at their lowest average cost, meaning they are benefiting from all economies of scales and experience no diseconomies of scale. They particularly must avoid any waste of factors of production. Allocative efficiency exists when the firm is operating where Price is