Big Five Personality Traits Essay Example for Free

Big Five Personality Traits Essay The Big Five personality traits are extraversion, agreeableness, conscientiousness, emotional stability (or neuroticism), and openness to experience (Scholte, Van Lieshout, DeWit, Aken, 2005). The factors that are considered most important or least important would depend on who was making the evaluation and the priorities of the individual. For example, a person who valued learning or someone who needed an employee who could adapt to new circumstances quickly might say that openness to new experience was the most important factor. Another person who placed a greater emphasis on relationships, for example, might believe that emotional stability is more important. While everyone likes an agreeable person, people who are too agreeable can create problems if they simply go along with anything and do not at least occasionally think for themselves and challenge something. Trying to select the most important of these traits is like trying to choose the most important among equals. It is also interesting that Scholte, Van Lieshout, DeWit, and Aken (2005) found that the Big Five traits and their effects on adolescents are consistent across cultures. The trait that is the most applicable to me is openness to new experience. I enjoy trying new things and meeting new people. I do not enjoy doing the same thing all the time. I believe that the openness trait is closely related to the trait of extraversion. Extraverted people tend to be focused on external things, while introverts have a more internal focus. Since new things are almost always found in other people and places, then it seems that the extravert would be more likely to pursue and be open to new experiences, while the introverted person would be less likely to seek out new things in the outside world but more likely to look for new revelations within or about himself or herself. I consider myself an extraverted person who is open to new experiences. I am usually agreeable, relatively conscientiousness, and fairly stable emotionally. References Scholte, R. , Van Lieshout, C. DeWit, C. and Aken, M. (2005). Adolescent personality types and subtypes and their psychosocial adjustment. Merrill-Palmer Quarterly, 51 (3), p. .258-286. Retrieved April 4, 2008, from www. Questia. com database. http://www. questia. com/read/5011758638

Creating Items and Response Scales

Creating Items and Response Scales The major issues in creating items and response scales are to determine the types of survey scales to use. The primary function of the survey scale is to allocate weight and to provide significance to the answers collected. If a scale does not exist than there’s no means to qualify the answers on any particular survey and the entire process becomes like calculating calories without a food weight calculator (different measurement units) next to the number. Creating scales, indexes or any instrument that may perhaps be identified as a test is a component of the investigating process that is related to calibration. Calibration is a speedy and effortless way to attain precision and accuracy, in which are essential goals of measurement. In order to best estimate the reliability and validity of a study or investigation, is to ask questions about the items fitting together or overlapping or if the responses can improve a measuring instrument used.  A scale is a cluster of items tha t taps into a single domain of behavior, attitudes, or feelings. The word scale has been known to be called composites, subtests, agenda, or supplies. On a measuring instrument the following are found on a scale: aptitude, attitude, interest, performance, and personality tests. A scale is always one-dimensional, which means it has construct and content validity. The first key to understanding the meaning of a construct is to define construct validity. A psychological construct is a characteristic, proficiency, aptitude, or skills that have an effect in the human brain and is described by well-known theories. For example, the computer proficiency test is a construct. It exists and observed during the day to day operations. Construct validity usually is defined as unproven demonstration that the test was assessing the construct it asserts to be measuring. The experiment could take the appearance of a differential group study, in which the processes on the test are compared to two groups: one that illustrates construct and the other one that does not illustrate a construct. If the group with the construct functions better than the group without the construct, then the outcome is said to offer proof of the construct validity regarding the test. An unconventional strategy is called an intervention study. The intervention study is a group that is fragile in the construct that is measured utilizing the test, then studied the construct and measured again. If an underlying pattern is found involving the pretest and posttest, the difference can support the construct validity of the test. There have been many other strategies which can investigate the construct validity of the test. The philosophy of construct validity is when known in psychology and sociology research community. Educational measurements involved three types of validity such as content, criterion-related and construct validity. Nevertheless, there is no single way to study construct validity. Construct validity should be illustrated from several different perspectives. When various approaches are used to demonstrate the validity of the test, the test users become more confident but only if the evidence proven by those strategies are convincing. The construct valid ity test should demonstrate an accumulation of evidence. Currently, there are at least four construct scales, Thurston scales, Likert scales, Guttman scaling and semantic differential scale. For example, the Likert scale asks people to indicate how much they agree or disagree, accept as true or false and approve or disapprove. There are no correct or incorrect way to develop a Likert scale, but one thing is important is that the Likert scale must have five response categories. However, individuals frequently confuse scales and response scales. A response scale is the methods that are collected from individuals on an instrument. A dichotomous question has only two different answers which can be found on Political surveys. On this sort of survey the response scale is to measure opinions on issues, such as if he or she Agree/Disagree, True/False, or has Yes/No responses. Moreover, a researcher may use an interval response scale like a one to five or one to seven rating sale of measurin g just how negative or how positive a person’s opinion of an issue is. However, if all the researcher is doing is attaching a response scale to an object or statement, than the researcher cannot call it scaling. Scaling include procedures that are done independently of the respondent so it is able to come up with a numerical value for the object. In true scaling studies, an individual uses a scaling procedure to develop ones instrument (scale) and also use a response scale to gather the responses from participants. Yet, to just allocate a one to five response scale for an item is not considered scaling. The Snyder Evaluation Model is an evaluation process regarded as a systems-based and participative approach involving participants as co-evaluators. In this model a three-stage process of evaluation is incorporated such as process, outcome, and a short-cycle evaluation. The method is mostly qualitative in its approach; however quantitative measures can be used when appropriate. Each evaluation stage builds upon a systems model or previous phases of how the project is carried out. Synder et al. (1997) research concerned the self-fulfilling influences of social stereotypes on two social interactions. This study approached attribution theory from several different angles, such as an individual cognitive and behavioral impression of other people. Each of the three steps methods called process, outcome and the short-cycle evaluation illustrates a systems model of how a group or project operates. The principal elements of the model are resources, activities, outcomes, goals and vision. Resources consist of any activities that produce immediate results in the pursuit of goals and objectives, in order to improve a particular situation. These include such resources such as money, equipment, physical materials, skills, time and goodwill. Activities are the day-by-day events carried out by individuals. The objectives are different goals that are specific for him or her to follow over a particular time frame. Moreover, goals are usually developed through a planning proce ss and revised during each treatment planning stage. As a result, the timeframe of the targeted problems or activities can either last a year or less than that. The first phase of Snyder evaluation is process evaluation. Process evaluation assists participants to understand the process and how their activities contribute to their goal. The participants learn the associations between the fundamentals of the model and discover how certain economic or productive resources and activities can contribute to goals and ideals. Therefore, these step by step breakdowns of the phases use to articulate the contributions, outputs, and processes that take place during each phase. A process evaluation can be utilized by improve understanding of how the process is carried out, and to ascertain possible targets for process improvement through removing problems and progression efficiency. The second phase is outcome evaluations. Outcome evaluations use the results of the activity, method, process or program and their contrast with the intended or projected results. Building on this understanding, participants can identify reasonable and applicable indicators of their accomplishments. These indicators can be used to review the overall achievement of the target or ideas, or results of the activity, effort, or process expressed in quantitative numbers. The outcome evaluation also can demonstrate the effectiveness of the process evaluation, receive ongoing feedback and monitoring. The outgoing evaluation of the process can be demonstrated by annotating the following: assessable targets, measurable immediate effects; measurable activities; assessable resources; create monitoring activities and evaluate progress. The third phase is short cycle evaluations. Short-cycle evaluation uses the indicators to build from the outcome evaluation in order to utilize useful feedback. The short-cycle evaluation examines if the targeting task is making progress by obtaining continuous feedback so that improvements obtained. These short cycle evaluations can take on several forms, such as identifying evaluations criteria and identifying evaluation information. The Snyder Evaluation Model is an evaluation process regarded as a systems-based and participative approach involving participants as co-evaluators. In this model a three-stage process of evaluation is incorporated such as process, outcome, and a short-cycle evaluation. The method is mostly qualitative in its approach; however quantitative measures can be used when appropriate. Each evaluation stage builds upon a systems model or previous phases of how the project is carried out. Synder et al. (1997) research concerned the self-fulfilling influences of social stereotypes on two social interactions. This study approached attribution theory from several different angles, such as an individual cognitive and behavioral impression of other people. Each of the three steps methods called process, outcome and the short-cycle evaluation illustrates a systems model of how a group or project operates. The principal elements of the model are resources, activities, outcomes, goals and vision. Resources consist of any activities that produce immediate results in the pursuit of goals and objectives, in order to improve the individual situation. These include such resources such as money, equipment, physical materials, skills, time and goodwill. Activities are the day-by-day events carried out by individuals. The objectives are individual goals that are specific for him or her to follow over a particular time frame. Moreover, goals are usually developed through a planning pr ocess and revised during each treatment planning stage. As a result, the timeframe of the targeted problems or activities can either last a year or less than that. The first phase of Snyder evaluation is process evaluation. Process evaluation assists participants to understand the process and how their activities contribute to their goal. The participants understand the associations between the fundamentals of the model and discover how certain economic or productive resources and activities can contribute to targets and ideals. Therefore, these step by step breakdowns of the phases use to articulate the contributions, outputs, and processes that take place during each phase. A process evaluation can be utilized by improve understanding of how the process is carried out, and to determine potential targets for process improvement through removing waste and increasing efficiency. The second phase is outcome evaluations. Outcome evaluations use the results of an activity, plan, method, or program and their comparison with the intended or projected results. Building on this understanding, participants can identify reasonable and applicable indicators of their accomplishments. The indicators can be utilized to evaluate the overall achievement of the target or ideas, or results of an activity, effort, or process that can be expressed in quantitative numbers. The outcome evaluation also can demonstrate the effectiveness of the process evaluation, receive ongoing feedback and monitoring. The outgoing evaluation of the process can be demonstrated by annotating the following: assessable targets, measurable immediate effects; measurable activities; assessable resources; create monitoring activities and evaluate achievement. The third phase is short cycle evaluations. Short-cycle evaluation uses the indicators to build from the outcome evaluation in order to utilize useful feedback. The short-cycle evaluation examines if the targeting task is making progress by obtaining continuous feedback so that improvements can be obtained. Furthermore, short cycle evaluation develops a self-improving project, such as: identifying evaluation criteria; identify assessment information; distinguish sources of information; create information systems; assess process and outcome evaluations; and generate review mechanisms. A step-by-step  breakdown  of the  phases  of a  process, used to  convey  the inputs,  outputs, and  operations  that take place during each phase. A process analysis can be used to  improve  understanding of how the process  operates, and to determine potential  targets  for  process improvement  through removing  waste  and increasing  efficiency. Read more:  http://www.businessdictionary.com/definition/process-analysis.html#ixzz3GcBqWvJ0

Animal Farm Essay example -- LIterary Analysis, George Orwell

An infamous party came to light in 1917, with the overthrow of Tsar Nikolai II. Known as the Communist Party of the Soviet Union, it established a new government under Vladimir Lenin. However a well-known man, by the name of Joseph Stalin, took over soon after Lenin’s death in 1924. Stalin, often known as â€Å"Koba† in the party or â€Å"Uncle Joe† to the western media, was not an effective speaker. Conversely, he had many supporters who spoke eloquently and with their help, he put the (then) Soviet Union under his regime. In George Orwell’s Animal Farm, the story of the Russian Revolution and its leaders are told through the use of allegorical satire. This masterpiece enlightens the human population about Russian communism and writes of the â€Å"leader† Napoleon, his troop of pigs, and the inhabitants of Animal Farm, who are oblivious to Napoleon’s corrupted ways and follow him blindly. In reality, Napoleon represented Stalin, who was a p oor speaker but corrupt and demanding. He had many supporters and propagandists like the leading Soviet Union newspaper Pravda and political speakers such as Vyacheslav Molotov who supported his stances and seemly unapparent exploitations. In Orwell’s allegorical novella, the main propagandist is a pig named Squealer. When the animals question the actions of Napoleon or past events, Squealer is always able to appease them with lies and propaganda. Squealer is able to manipulate the minds of the animals of Animal Farm, by his persuasive fabrication and soothing perjury. First, Squealer manipulates his fellow animals by exclaiming that the pigs do not like apples and milk, but rather consume them for the health of Animal Farm. These products came from the efforts of the hard-working animals of Animal Farm, wh... ...llibility but more so Squealer’s half truths and perjury. Using their faults against them, he is able to confuse the animals and trick them into actions they would not have made if Squealer was truthful. On the other hand, Squealer was not the only one that prevents the animals from resisting Napoleon’s inequalities. He has the aid of Napoleon’s dogs, weaned from birth to be savage, and the easily manipulated sheep that constantly repeat sayings they hear or are taught, such as â€Å"four legs are good, two legs are better†. In reality, the propaganda-spreading supporters that Squealer allegorically represents were very important to Stalin. Without their aid, Stalin might not have become as notoriously important as he was. George Orwell creates a wonderful telling of Communism in his novella Animal Farm and through his writing, he is able to educate millions of people.

A Common But Separate Goal For Power :: History Native Americans Essays

A Common But Separate Goal For Power missing works cited In the latter half of the 19th century, there were many cultures striving for control of the American Southwest, mainly the southern half of present-day Arizona, which was purchased by the United States in 1853. American Indian tribes, such as the Apaches, had original claims to the land that were overtaken by the Mexican invasion of missions at Tubac and Tucson, which were later overrun with American settlers and soldiers laying their claims to this new American territory. These struggles for power created tension between all of the peoples of southern Arizona, originally between the Apache tribes and Mexicans, and then morphing into a trifecta of clashes between all of the races for control of the land. When the Spanish began colonizing the northern area of Mexico, they were confronted with a problem-what were they to do with the native peoples? Jesuit priests attempted to reform some of the mesa tribes in present-day Arizona and New Mexico, but encountered a population uninterested in Christianity and comfortable with their nomadic ways. There were missions of this type in the towns of Tucson and Tubac, which were abandoned by the missionaries and taken over by the Hispanic population, which in its early days, numbered around five hundred. The Hispanic settlements were centralized around military establishments, mostly because of a fear of the native people, the Pinal Apaches, who were characterized by their raids for horses, food, and other staples. In 1821, Mexico achieved independence from Spain, and the military outposts were completely under Hispanic control; they no longer were under Spanish rule and could make military decisions about the tribes on their own. With this newfound independence, the Mexicans began dealing in peace treaties with the local tribes. On March 5, 1837, the military government in Tucson signed a document with their "perennial enemies, the Pinal Apaches" (Officer, 137), which transported the tribe to the barren Arivaipa Creek, and contained a stipulation that the Apaches could only travel through the Tucson stronghold with the permission of the commander. Placing the Indians on reservations, which created land claims that were their own, seemed to have no reciprocal effect with the Mexicans. Although the tribes were not allowed to trespass on Mexican territory, the Mexicans did not care who trod on the newly claimed tribal lands. According to James E. Officer, in his book Hispanic Arizona, 1356-1856, ".

The Stolen Bacillus by H.G. Wells Essay -- Stolen Bacillus Wells Essay

The Stolen Bacillus by H.G. Wells This is a story set in the 19th century people had dress codes which reflected your status in society. The dress code was formal and quite severe it was almost as if the longer your top hat the higher up the rank you are in importance in society. In this story we meet a man who wants to help the society and quality of living whereas the other wants to destroy order as he is what’s known as an anarchist. This is someone who is feels that people should be responsible for there own actions and decisions meaning they govern their own lives. In the 19th century anarchists were seen as political agitators and sometimes violent. As in this story where we will see a man desperate and willing to go to extremes to get his point heard. While the scientist is talking about the bacteria, H.G Wells makes him talk about it as if it is a human and that it is like us. This is shown when he says, â€Å"he would wait ready to be drunk in the horse troughs†. By comparing the bacteria to humans the author is trying to enforce the point that it is smarter than the average bacteria it is as complex and technically as dangerous as a human. The scientist is an idealistic and when the anarchist paid so much interest into what he was doing he started to show off. He spoke about his new cholera which is very harmful to a man he has just met, which is indeed not a clever thing to do is. The scientist is an idealist and is out to do well in the world and improve living conditions of people. The scientist is not a man out to make money, just simply wants to be famous. When the chase is on it was funny to see the ridiculousness of this rabbit hunt round London. Even though this story had some serious... ... them. She wanted the scientist to put on his coat on a hot summers day. When he refused she became frustrated. The cabbies are another group of people in this story which shows the reality that this story is set in with their harsh cockney accents and they just represent the everyday people in this story. The scientist has to rely on people which would be classed as inferior to save the predicament he put himself in. These cabbies bring a lot of humour to the story. In this story H.G Wells is trying to get the point across those politicians and scientists aren’t as clever as they think they are and they also take themselves to seriously and so therefore make mistakes. In the Victorian era they believed they could improve man though industrial advancement this was achieved by individual successes like the scientist and through agreed religious ideas. The Stolen Bacillus by H.G. Wells Essay -- Stolen Bacillus Wells Essay The Stolen Bacillus by H.G. Wells This is a story set in the 19th century people had dress codes which reflected your status in society. The dress code was formal and quite severe it was almost as if the longer your top hat the higher up the rank you are in importance in society. In this story we meet a man who wants to help the society and quality of living whereas the other wants to destroy order as he is what’s known as an anarchist. This is someone who is feels that people should be responsible for there own actions and decisions meaning they govern their own lives. In the 19th century anarchists were seen as political agitators and sometimes violent. As in this story where we will see a man desperate and willing to go to extremes to get his point heard. While the scientist is talking about the bacteria, H.G Wells makes him talk about it as if it is a human and that it is like us. This is shown when he says, â€Å"he would wait ready to be drunk in the horse troughs†. By comparing the bacteria to humans the author is trying to enforce the point that it is smarter than the average bacteria it is as complex and technically as dangerous as a human. The scientist is an idealistic and when the anarchist paid so much interest into what he was doing he started to show off. He spoke about his new cholera which is very harmful to a man he has just met, which is indeed not a clever thing to do is. The scientist is an idealist and is out to do well in the world and improve living conditions of people. The scientist is not a man out to make money, just simply wants to be famous. When the chase is on it was funny to see the ridiculousness of this rabbit hunt round London. Even though this story had some serious... ... them. She wanted the scientist to put on his coat on a hot summers day. When he refused she became frustrated. The cabbies are another group of people in this story which shows the reality that this story is set in with their harsh cockney accents and they just represent the everyday people in this story. The scientist has to rely on people which would be classed as inferior to save the predicament he put himself in. These cabbies bring a lot of humour to the story. In this story H.G Wells is trying to get the point across those politicians and scientists aren’t as clever as they think they are and they also take themselves to seriously and so therefore make mistakes. In the Victorian era they believed they could improve man though industrial advancement this was achieved by individual successes like the scientist and through agreed religious ideas.

Learning foreign language Essay

Over the past two decades, countries in the world have become more and more interdependent and new technologies have erased many existing borders. So, learning English is very importance to economic development, Academic benefit to students, cultural understanding, expand relationships, and get better job. Learning Foreign Language Outline I. Introduction Thesis statement: Learning Foreign Language help learner have change to get better life. Learner can extend knowledge about many cultural in the world, get more relationships and good job. II. Economic development III. Academic benefits to student IV. Cultural understanding V. Expand relationships VI. Get better job VII. Conclusion Learning Foreign Language The Cause of Learning English Learning English is very important. English is a language which is spoken and understood by many people in most countries of the world. It is, in fact the most important means of communication among the various countries of the world. Knowledge of new discover ies and inventions in one country is transmitted to other countries through English for the benefit of the world. In this way English help to spread knowledge and progress. Learning English to economic development. To be competitive on a global scale, the business world of tomorrow needs individuals who can work in a culturally diverse environment and who have strong skills in a foreign language. Especially, is English. Additionally, many businesses are looking for people who are proficient in speak English. Such skills are needed in service industries (hotel, tourism, food); publishers and entertainment industries (films, radio, and sound production); corporate offices with overseas accounts; and also in other areas such as medicine, law, business, journalism, and more general government work. Knowing English provides a competitive edge in career choices in today’s and tomorrow’s world. The study of English affects academic areas as well. Research has shown that children who have studied English in elementary school achieve higher scores on standardized tests in reading, language arts, and mathematics than those who have not (Masciantonio, Rafferty). The results of the Louisiana Report on foreign language and basic skills (Rafferty) show that regardless of their race, sex, or academic level, students in English classes outperformed those who were not taking English. Learning English has also been shown to enhance listening skills and memory, and the development of second language skills can contribute a significant additional dimension to the concept of Learning Foreign Language communication. Furthermore, students who have studied English develop greater cognitive skills in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills (Foster and Reeves; Landry; Rafferty; Ginsburg and McCoy). Data from the Admissions Testing Program of the College Board show a positive correlation between SAT scores and the study of English. Verbal scores of students increased with each additional year of language study. Interestingly, the verbal scores of students who had taken four or five years of English were higher than the verbal scores of  students who had taken four or five years of any other subjects. Learning English to research and study about culture in the world. And due to the fact that you can be entertainment and learn about people, cultures in the world. Initial, that is traveling. Tourist places in the world is the dream, which is the joy of so many people, but the realization that the dream requires you to have many money and should also have a little others language anymore. Learning a language is to receive knowledge and, culture, cuisine, popular tourist destinations of the country †¦if you come to a place where you are completely ignorant of the native people, you will feel extremely helpless and lost yourself and it was rescheduled travel plan by just as much to cover costs . So try to learn a foreign language it is the lowest ticket prices for the cross-country trip. Cast, because of assess about literature, music and film in the world. All great work of literature and artistry in the world are written by many others language. One translation is never impact all the meaning and original of the author. Reading by the languages of authors is the best way to experience the writings. Like that, when you read their original forms of general theatre, music, film their values will be kept full. Primarily, a language enhance your understanding of the country and its culture. Henri Delacroix, painter and French Learning Foreign Language filmmaker said: â€Å"The whole experience of individuals is formed based on the language of the plan. â€Å"Knowing a language is a chance for you to see yourself and your country’s culture from outside. When contact with others languages, meaning that you have linked to a culture, customs and traditions and others. This gives you a good overview, complete and more objective about people, about life. â€Å"Language embodies the world view of a culture and is unique to the culture that created it. It reflects values and concepts that are deemed to be the most important by a culture. A language describes the culture it comes from.† (Noam Chomsky) â€Å"I wish life was not so short,† he thought. â€Å"Languages take such a time, and so do all the things one wants to know about.† J.R.R. Tolkien (1892-1973), English Professor & author of the â€Å"Hobbit† & â€Å"Lord of the Rings† Learning English to expand relationships people. They learn English and they may have many friends. Knowing a new language will help you to increase the number of friends in the world. In a new environment where have English, you can communicate, learn, get acquainted or exchange, to share with the locals or international students. Possibly, you can easily express their views or concerns about their problems and people do not have any difficulty to understand what you say and you think. You have many friends, so you will extend the view of communicating. Another language will be vent your feelings, and help you understand how other people think. Some people want to learn English to insult people without them understanding what you are say. In addition to, Language influences culture, so learning a language helps you to understand how other people think, and it also helps you to get a general understanding of our world and the many people and cultures that inhabit it. If you and some of your relatives, friends Learning Foreign Language or colleagues speak a language that few people understand, you can talk freely in public without fear of anyone eavesdropping, and you can keep any written material secret. And you can use native language to talk about secret communications. â€Å"Language is not a genetic gift, it is a social gift. Learning a new language is becoming a member of the club -the community of speakers of that language.† Frank Smith. English is not only the main language of business, but also the main language of social interaction. Although most countries have their own language, English is the one language that unites the entire world. Knowing English is the most important step towards becoming a global citizen – a person that can live anywhere, thrive anywhere, and speak to anyone. Would it not be amazing to overcome all communication barriers and be able to exchange thoughts and ideas with someone your age, or from your field of work, from say any native language? Forming lasting relationships, not only for business, but also for friendship or for love and globalization. If you want to joy in a social oganization like non-governmental oganization or charity oganization..  English is necessary. If you want to joy in social network like face book, twitter, email†¦ English is necessary. Learning English to get better job. Learning English is a good opportunity for those looking to advance their career. Whether you are currently employed or if you will be entering the workforce, learning English can improve your chances for getting a job and can also lead to career advancement for those of you already employed. Another perk to learning English is that you can use these skills to work abroad in other English speaking countries. In today’s world of multinational corporations, individuals from all around the world need to communicate and understand one another. In most companies, English is the primary means of communication. Because of this, many companies look to employ individuals who can speak one or more languages. Learning Foreign Language Whether you become fluent or bilingual in English, this may mean job security and more rewarding opportunities. There is no doubt that learning English is an advantage in today’s international society giving you the ability to communicate and do business all around the world! No matter what industry you are in, learning English for work will provide you with unlimited possibilities. In conclusion, if education is a means to prepare students for the complicated world they inhabit, then the educational system cannot deprive students of a general education in the area of foreign language. The value of such an education not only lies in job preparation but also in developing an understanding of other people and cultures. So, learning English is very important for everybody. Learning Foreign Language REFERENCES Chugani, H. (1993). â€Å"Reshaping Brain for Better Future.† As quoted in Chicago Tribune, April 15. Cohen, P. (1995). â€Å"Understanding the Brain.† Education Update. ASCD. Cooper, T. (1987). â€Å"Foreign Language Study and SAT Verbal Scores.† Modern Language Journal 71, pp. 381-387. Gingsburg, H. and McC oy, I. (1981). â€Å"An Empirical Rationale for Foreign Language in Elementary Schools.†Modern Language Journal 65, pp. 36-42. Hirsch, J. Quoted in Winslow, R. (1997). â€Å"How Language Is Stored in Brain Depends on Age.† Wall Street Journal, July 10. Krashen S. and M. Long et al. (1982). Child-Adult Differences in Second Language Acquisition. Rowley, Mass.: Newbury House. Olsen, S. A. and L.K. Brown (1992). â€Å"The Relation Between High School Study of Foreign Languages and ACT English and Mathematics Performance.† ADFL Bulletin 23, No. 3. Rafferty, E. A. (1986). Second Language Study and Basic Skills in Louisiana. Baton Rouge: Louisiana Department of Education. By : group 4 1. Tran Thi Thuy Hang 2. Nguyen Thi Hoa 3. Nguyen Thi Kieu Oanh 4. Lieu Thi Thuy 5. Tran Thi Hoai Thu 6. Le Thi Anh Tuyet 7. Hoang Thi Minh Phuong

Critical Thinking: Nine Strategies for Everyday Life Essay

Most people are not critical thinkers by nature. It takes years of practice and commitment to become a highly productive and efficient critical thinker. In order to develop the right frame of mind in becoming a critical thinker there are certain stages that can be followed to help students practice their critical thinking skills. â€Å"Stage one: The Unreflective Thinker† this stage entails students who are unaware of any problems that they might have in the critical thinking process (Paul and Elder, 2000, p.1). â€Å"Stage Two: The Challenged Thinker† this is the stage where the students begin to become familiar with any problems they might have in the critical thinking process (Paul and Elder, 2000, p.1). â€Å"Stage Three: The Beginning Thinker† in this stage the student begins to improve their skills but without much practice (Paul and Elder, 2000, p.1). â€Å"Stage Four: The Practicing Thinker† here the student begins to realize the importance of practicing their critical thinking skills (Paul and Elder, 2000, p.1). â€Å"Stage Five: The Advanced Thinker† advancement is directly correlated with practice. The more the student practices the more advanced he/she becomes (Paul and Elder, 2000, p.2). â€Å"Stage Six: The Master Thinker† at this stage, the student begins to become a highly skilled critical thinker and it becomes second nature (Paul and Elder, 2000, p.2). A question a student might want to ask themselves is, what stage best fits me? And, how can I improve myself to become a more proficient critical thinker? These stages are useless unless a student is willing to accept the fact that there is some deficit in their critical thinking skills. In order to help students progress through the rankings of these stages, a list of nine strategies has been devised to aid in the student’s progress. â€Å"Strategy #1: Use â€Å"Wasted† Time† a countless number of hours are wasted every day (Paul and Elder, 2000, p.2). This is wasted time that could have been used to improve your critical thinking skills. A student must be able to recognize when the time they are using is wasted or productive. When an individual acquires this skill, the wasted time can be put to further the individual’s critical thinking development. â€Å"Strategy #2: A Problem A Day† a student must pick a problem that can be thought out thoroughly each day (Paul and Elder, 2000, p.3). This can be done on the way to work, in the shower, or when one finds that they are wasting time. Completely think out the question and  suggest solutions to possibly remedy the problem. â€Å"Strategy #3: Internalize Intellectual Standards† Some examples of universal intellectual standards are, clarity, precision, logicalness, and accuracy (Paul and Elder, 2000, p.3). Once a week a student must take one of these standards and use it in everyday situations. For example, a student might want to use logicalness and apply it to every day life. This can be applied to every task the student is performing in order to see if it is being performed in a logical manner. â€Å"Strategy #4 Keep an Intellectual Journal† a written record of a students critical thinking experiences will be helpful in allowing the student to refer back to specific techniques that were the most productive (Paul and Elder, 2000, p.4). â€Å"Strategy #5: Reshape Your Character† A student must take one personal trait such as empathy, and apply it to their everyday life (Paul and Elder, 2000, p.5). â€Å"Strategy #6: Deal with Your Egocentrism† (Paul and Elder, 2000, p.6) it is human nature for an individual to think in terms of ones self (Gelfand et. al., 2002). A student must devise a way to be aware of this type of thinking in order to minimize egocentric actions. â€Å"Strategy #7: Redefine the Way You See Things† (Paul and Elder, 2000, p.6) students consistently bombard themselves with negative thoughts about themselves, the world, and their work. A student must lean how to turn these negative thoughts into positive thoughts. Only then will he/she be more productive in every aspect of their life. â€Å"Strategy #8: Get in Touch with Your Emotions† a student must turn negative emotions into positive (Paul and Elder, 2000, p.6). One good example is to try to find the humorous side of an occasion that might otherwise make you angry or upset (Paul and Elder, 2000). â€Å"Strategy #9: Analyze Group Influence on your Life† individuals tend to give in to group influences (Paul and Elder, 2000, p.7). A student must learn to read these influences and make a decision on what action needs to be taken. In order to become a more proficient critical thinker a student must remember these three main points. First, evaluate yourself honestly in order to realize what area needs improvement, only then can you begin to improve. Second, practice makes perfect, in order to become a master of any skill a certain amount of practice is needed in any field. Third, once a student becomes a proficient critical thinker, keep exploring new ideas in order to  improve. These steps and strategies can also be applied to the research field. In research, scientific reading and writing is an everyday process. Critical thinking is a skill that every scientist must have in order to excel in their work environment. All these strategies can be used in order to improve the critical thinking skills of every employee. References Elder, L. & Paul, R. (2000). Critical Thinking: Nine strategies for everyday life. Journal of Developmental Education, 24, 40-42. Retrieved November 2, 2003, from: http://www.apollolibrary.com/srp/gbm/COM515.asp Gelfand MJ, Higgins M, Nishii LH, Raver JL, Alexandria D, Murakami F., et al. (2002). Culture and egocentric perceptions of fairness in conflict and negotiation. Journal of Applied Psychology, 5, 833-845.