Time Management For College Students

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When we say Time management,it might occur to some of us that its something complicated only experts and intelligent people can do it,while some of us will say that their times are always managed and they dont realise that its not.

Time management is a skill few people master,but it is one that most people need(Truer,00).

Time cant be managed,time is uncontrollable we can only manage ourselves and our use of time.

Everybodys time needs to be managed,from the school student to the university student to the working adult.In this essay,Im going to talk about us,college students of how we waste our time without realising that and I will give some advice of how to manage out times in the best way.

In order to manage your time effectively you need to know the things and habits you do that steal your time.Then try to list all of them and find a solution for each of them.On a pad of paper,log in interruptions as they occur over a few days. Put down who brings them to you, how long each interruption lasts, and whether or not they were valuable or of no value. Once you accumulate your data, get the most frequent interrupters who bring the interruptions with no value to change their actions and agree to not bring as many low value interruptions to you in the future.(Donald Wetmore,001)

For example,Id determine two hours to study a special chapter,during these two hours a friend of mine might call me up asking me to explain her something about an assignment(and of course I cant say no to my friend) and lets say that this phone call will take 0 minutes from my time.After that my sister will tell me that my favourite soap is showing,so Id rush to watch it which will takeanother 40 minutes.A whole hour has been wasted in silly things instead of studying that chapter.So,Ill continue reading the chapter in the remaining hour and it will pass too quickly that I wont finish it,so Id procrastinate it to another day,although Ill be having more chapters to read till that day which will lead me to have extra study hours.

Three things interrupted me and stole my time;a phone call,television,my inability to say no and procrastination.Watching TV and talking on the phone arent always time stealers,but in my case they were.You can watch TV and chat on the phone in your break time or when you fnish your studies,not during a studying plan.

I shouldve had the ability to say noto my friend and ask her to call me back later,or Ill call her back later myself once I finish my studies.And instead of watching that soap,I shouldve recorded it to watch it in my break time or in the weekend.If I have done these things,I wouldnt have to procrastinate my studies to some other time.Procrastination occurs when we deliberately choose to delay or omit a behavior that we believe we should do.(Jeffrey Gordon,16) And, The easiest way to avoid procrastination in your day is to do the Daily Planning each day.(Donald Wetmore,001)

Also,as my schedule is loaded from Saturday to Tues(8 am-4 pm),I only have six hours to write my homeworks and do some studies and revisions.So,when I get back from the university I feel too exhausted to start anything,so I plan to eat and get some sleep for an hour,but instead of that once I come back and see my family sitting,I cant stop myself from sitting with them and chat about my day.So,I keep on chatting for hours and hours.After that I feel totally exhausted to do anything,so I go to sleep and my day has been wasted on nothing!

When I plan my day,I should stick to it,otherwise my whole day is unproductive.Time management is doing the right things.(Donald Wetmore,00)

So,always face your time stealers and try to get rid of them and if they were habits try to reduce them step by step.

Now its time to manage your time in an effective way,and there are many benefits from managing your time,It can provide a guide for putting your intentions into action,lowering you stress,and helping you achieve your goals.(Carlson,1)

It isnt just like that,time management helps you to organize your whole life.Students like us are the most students who need an effective time management,because we are the most people who have loaded schedules,different than working people and school students.

Have you ever felt that you want to accomplish thousands of things during this semester?

You might want to get an A in the most courses,you might want to do the best projects,u might want to participate in as many societies as you could( which will require extra work),youmight want to enjoy your time with your friends and hang out with them every now and then,but how could you all that during a 15 week semester??

You might feel that its impossible and you cant do it,but have you ever asked yourself why can other students accomplish all that and more??

I think the answer is easy,its because they manage their time so effectively,but getting everyone to do it is hard,because not all people have the skills to manage their times.

One person is able to manage their time more effectively than the other person. This does not mean that one person works harder, but rather,the person who accomplishes more in less time has figured out how to work smarter.(Pagewise,00)

I will try my best to give you the best tips and advice to manage your time during your semester with great accomplishments.

First of all,you have to remember all the things you want to do in this day,this week,this month or this year,and of course you cant remember the same things everyday,Your thoughts are valuable,write them down( Woodgold) so always keep a daily list(Archer,00) and a calendar.And on your daily list write down everything you want to do today and read them every now and then to add new things.Set the important things,such as quizzes,mid-semesters and the last day to hand your projects on you calendar.You maybe listing some other things such as,shopping , goingto the movies and meeting your friends.Of course you should hang out every now and then in order to accomplish the best,so fun should be includedin your list.Number your things from most important(1) to less important (10).Focus on each thing you want to do and see if you have the materials,such as researches and handouts from the teacher,so that you be sure that you can fnish the assignment on the scheduled time.Sometimes when you see your list,you dont feel like doing anything,but once youve started,you begin feeling more motivated to continue doing it,so dont worry if you didnt feel like studying.Or if you still cant study,take a short break to something you like to do,such as listening to music,then youll feel guilty that youre doing something you are not supposed to do,so youll go back studying.

If you have some difficult lessons or homeworks should be done,give the priority to them especially at the beginning of your dayto get rid of them,as theyll be the only things you think about most of your time.

Give youself ten minutes(Gordon,16).If you managed to finish an assignment in an hour and you finished it ten minutes before,then you can have a rest before you start your next study. If you get up ten minutes earlier in the morning, you wont have to rush. If you leave for class or an appointment ten minutes earlier, you arrive on time, regardless of traffic or parking. That extra ten minutes reduces stress, and it also reduces the likelihood that you will make a mistake because you are hurrying. That extra ten minutes adds quality to your life.(Gordon,16)

Never give up any work for no reason,because if you did,then you have to add extra hours to your next schedule which will make you more exhausted and unable to focus and understand very well,and this will limit your break time.

In conclusion ,dont forget that time management isnt just a list to write down what to do,its something that will make you comfortable the rest of you life. Time management is not necessarily working harder,but rather smarter(Wetmore).

After all Time management is managing yourself when following some basic time management principles.(Treuer,00)

The lesson to learn is that the more time we spend planning our time and activities the more time we will have for those activities. By setting goals and eliminating time wasters and doing this everyday you may find you will have extra time in the week to spend on those people and activities most important to you. Archer,James.00.Time management.[Online],Available

http//www.counsel.ufl.edu/selfHelp/timeManagement.asp

[00, Sept 0]

Carlson,Betty Clark.1.Seven steps for effective time management.[Online],Available

http//www.crazycolour.com/os/stress_0.shtml

[00,Sept 18]

Gordon,Jeffrey.16.How to manage your time.How to study.[Online],Available

http//www.dushkin.com/online/study/dgen6.mhtml

[00,Sept 18]

How to manage your time effectively.00.[Online],Available

http//ks.essortment.com/howtomanage_yorfwe.htm

[00,Sept ]

Martin,Donald.11.How to be a successful student.[Online],Available

http//www.marin.cc.ca.us/~don/Study/5time.html

[00,Sept ]

Time management.Manage your time, not yourself[Online],Available

http//www.tsuccess.dircon.co.uk/timemanagementtips.htm

[00,Sept 18]

Treuer,Paul.00.Time management.[Online],Available

http//www.d.umm.edu/student/loon/acad/strat/time_manage.html

[00,Sept ]

Wetmore,Donald.001.Stop wasting time.[Online],Available

http//www.selfgrowth.com/articles/Wetmore6.html

[00,Sept 0]

Wetmore,Donald E.00.Top five time management mistakes.[Online],Available

http//www.crazycolour.com/os/timemgmt_0.shtml

[00,Sept 0]

Woodgold,Cathy.Time management.[Online],Available

http//www.ncf.carleton.ca/~an588/time_man.html

[00,Sept ]

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Geography report - Creek catchment

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1.0 Introduction

The Local Council Environment Committee has been actively involved in environmental audits in the Coolnwynpin Creek Catchment. This report will be presented to the Tingalpa Creek Catchment Waterway Management Committee, evaluating the current situation of the Coolnwynpin Creek Catchment and the long term sustainability of the waterway under current practices. It will also discuss human impact on the environment, human influences of flora and fauna and what could be done to manage this catchment for sustainability by individuals and groups.

.0 Research Methods

The field trip to Coolnwynpin Creek at Redlands Indigiscape Centre took place on Wednesday nd April 00. The purpose of the trip was to learn and understand more about the condition of the Tingalpa Creek Catchment and the effects that pollution and humans have to the area. There were experiments carried out that tested how healthy the two different creeks were by appearance, bio-diversity, turbidity, dissolved oxygen and the pH levels (see appendix A - table of water results). A volunteer worker helped carry out theses experiments while providing plenty of information on the conditions of the creeks and also the environmental factors about the Coolnwynpin Catchment. This information was also recorded and we were provided with booklets and leaflets with further information on the Catchment. ( see Appendix C - photos 1-6 Site 1, photos 8- Site , water testing and erosion )

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(see Appendix E+F - handouts collected and Idigiscape booklet)

.0 Background Material

The problem that was being investigated was to evaluate the human impact on the environment of the Coolnwynpin Creek Catchment. This site shares a property boundary with thirty-five neighbours, which include rural property and residential properties. This causes a problem because the site is slowly loosing its native animals. This is caused by the loss of habitat due to clearing, cars, dogs, farming and industry. The chicken farm which is near the catchment area, causes a great deal of problems. Run-off from waterflow contains feathers, steroids, waste and fertilizers, which runs into the creek and creates large amounts of nutrients. This not only upsets native plants and animals, it also encourages weed growth thereby affecting water quality.

4.0 Statement Of Findings

4.1 Location/Description of the Chosen Catchment

The Tingalpa Creek Catchment covers 117.km of beautiful bushland.( see Appendix B - map of area ) Tingalpa Creek Catchment is home to over 100 species of birds, 17 species of mammals, 5 species of reptiles and amphibians, 15 species of butterflies and over 00 species of local native plants. ( see Appendix D - list of flora and fauna found ) At Coolnwynpin Creek Indigiscape Centre, you will see garden displays, information displays, beautiful walking paths and also one of the oldest trees in the Shire - 400 year old Tallowood Tree. (see Appendix C - photo 11 -1 Tallowood Tree )

4. Environmental Research Reports

4..1 Comparative Study on Health of Both Sites

How are the Sites Being Impacted

The two creek sites at Coolnwynpin Catchment are both being negatively impacted by humans, especially by litter and pollution, erosion along the banks and the high acidity level of the water. The appearance of the water in Sitewas clearer than Site 1, while both were still brown, dirty and murky. Both sites appear to be healthy because they have a good amount of oxygen in the water and organisms and microscopic life forms are living in the creeks and near the banks.

Why the Sites are Impacted

These sites are being impacted because people are careless about the environment and most people don't have the right attitude towards preserving and caring for native bushland, waterways and animals. The pH level in Site 1 was more acidic than Site , this would be because Site 1 is closer to the neighbouring chicken farm and run-off pollutants that flow into the creek. The amount of Oxygen in the water is normal this is due to special hoses used to pump oxygen in the water, to keep the creeks healthier.

What are the Impacts

There are very severe human impacts caused to the creeks, and this environment is going to keep being destroyed. Sitehad more litter than Site 1, which was mainly food packaging. ( see Appendix C - photo 10 - breadbag litter ) This may be because Siteis closer to the housing estates and because more people tend to eat lunch at this site. If something is not done about this and these sites are left alone, it will affect the animals living in the creek. They could die or be poisoned due to unknown substances entering the water. Site 1 had more erosion around the bank of the creek, due to fence posts that have been positioned right on the edge of the creek. ( see Appendix C - photo 6 - erosion from fence post ) This disturbs soil vegetation along the creek bed, making it unstable. Soil falling and sliding into the creek will disturb animals living in the banks waters. This also decreases the amount of oxygen in the water and decreases turbidity levels.

4.. Current Management Practices

Erosion of the vegetation means soil is being lost where plants and trees could have grown. The erosion in the creeks will continue to widen the creeks edge and banks because there is no deep rooted plants to help hold the soil together. There needs to be native vegetation trees planted around the edge of the creek to slow down and eventually stop the erosion process. Swales would be a great idea for these areas because they are channels made from rocks which prevent weeds from entering the creeks. Swales catch the nutrience which promotes weed growth and therefor prevents them from entering the catchment. In practice now there is hoses which are punctured with little holes in the creek, this aerates the water so that oxygen levels are higher, thereby creating a healthier creek.

5.0 Recommendations

5.1 Criteria used to Evaluate Proposals

To help preserve and protect Coolnwynpin Creek Catchment there are four important aspects considered against each of the proposals - education, planting of more natives, weeds kept under control and creeks kept healthy. These four criteria were chosen because each aspect will help in keeping the catchment healthy and safe. It would also encourage more native animals to live in the area. It is a great idea for the local community to be educated about their environmental area, and what they can do to help neighbouring areas.

5. Use of Criteria to Discuss and Assess the two Proposals

Proposal 1 offers to increase recreational and educational use by the public. Which would create public awareness and education of the creek, which is one of the more important aspects. It could also aid in keeping weeds under control and the replanting of native trees. Which in turn encourages more wildlife, as they are attracted to their natural food source. This proposal would also offer increased care for the rivers and create restricted guidelines for the chicken farm and wreckers. Proposal 1 would also sell native plants which in turn creates corridors for the wildlife and propagating natives to be replanted in the area. Where as Proposaloffers to limit all human contact in the area. This would reduce waste because there would be no human impact. Coolnwynpin Creek Catchment can be left to recover naturally and there would be less chance of native vegetation being removed for human activity.( see Appendix E - list of positives and negatives for the two proposals )

5. Choose One Proposal Examined Above

Coolnwynpin Creek Catchment would benefit most from Proposal 1. Proposal 1 aims to take care of rivers and native plants, by keeping weeds under control. It also aims for recreation and education among the public, so people can learn and be aware of how to properly care for the environment. All these aspects contribute to the long term sustainability, and to making Coolnwynpin Creek healthier. Proposalis not right for this area. If there was no one around to take care of the catchment, weeds would take over and native animals would be discouraged due to the weed infestation. There would be illegal dumping and erosion wouldn't be maintained, further natural run-off from the chicken farm would go unchecked into the creek. Many people would gain from Proposal 1 - people being educated, Indigiscape Centre would get much needed funds and it will mostly benefit the environment and native animals. The people who would least benefit from this proposal would be the neighbouring housing estates, because of the extra amount of people behind their back fences.

5.4 Action Plan

This Proposal could be implemented by the Indigiscape volunteer workers to come up with ways to fund and promote the new Redlands Indigiscape Centre. There would have to be some strict conditions for this proposal to work as planned - No dogs, because their business goes into the river and it spreads weeds. Also dogs scare the native animals and when dogs mark their territory, koalas and other animals won't clime up the tree. Another condition is to provide more bins, because if there is more recreation equipment, then there will be increased rubbish. Sticking to designated paths is a must so that ground cover and small plants aren't stood on. Fines should be issued to those who are breaking the important rules of the Redlands Indigiscape Centre.

6.0 Conclusion

Coolnwynpin Creek Catchment has severe negative human impacts. This site has a number of problems from run-off and erosion to native plants and animals being in danger. Proposal 1 should be opted and put into action as quickly as possible. So that the area can be on it's was to being restored and maintained for future use.

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Harry Potter

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After Salems Lot, King wrote a long story called The Body; Apt Pupil was written after The Shining, Rita Hayworth and the Shawshank Redemption after The Dead Zone and The Breathing Method after Firestarter. They all were too short to be published as novels, and too long to be simple short stories. So at first they were put aside. In 18, after he had inevitably gotten the horror writer label with novels as Carrie, The Shining, etc., King felt the need to prove that he also could get over a certain genre. So he proposed his editor a collection of four stories that had nothing to do with telekinetic kids nor haunted hotels. It was a hazardous proposal, but the book was published anyway and it met with outstanding success.

So, Different Seasons is very far from the classical King atmospheres. It is much closer to the mature and thoughtful King of these last years. But his penmanship is recognizable as always, and his visionary and cinematographic style doesnt fail to surprise us. It is not by chance, in fact, that two of the best cinematographic adaptations of Kings books are inspired from two of the stories of this collection (The Shawshank Redemption, based upon Rita Hayworth and the Shawshank Redemption and Stand By Me, based upon The Body). Its not simple to talk about Different Seasons not only is it one of the best works by King, but the stories are so complex that each one deserves an in-depth analysis.

Lets start by saying that each story goes along with a season. The first one is spring, but Rita Hayworth is much longer than three months. The story takes place is the maximum security penitentiary of Shawshank, in which Andy Dufresne, an elegant and distinguished man, much different from the other prisoners, suddenly makes his entrance, unfairly condemned for the murder of his wife and her lover. But Andy keeps in him an immensse strength, that will remain unchanged even in twenty years hope. His hope isnt the same as any prisoners. Of course, everyone in Shawshank is hopeful to go out one day, but Andy really believes he will. As he arrives, he immediately contacts Red (who will be the narrator of the story) to get him a rock hammer, and he starts carving nice little figures whith the rocks he finds in the yard. Whith constance and dedition he manages to put together a fairly good library into the prison. He even becomes the jailers confidential tax consultant. This shows how Andy doesnt somatize the prison as the others do. He manages to keep somehow alive. And Red notices at once how special Andy is. The two of them make very close friends, and Andy will confess to Red the existence of a Peter Stevens. Red is not very different from the other prisoners. He, too, ends up getting used to the prison which we can see mostly when he gets out, in the moment when he even considers to commit some stealing in order to get emprisoned again. But Andy immediately strikes Red because, in a way, he is his missing part, the one the prison took away from him. And Red is just the one who tells us Andy Dufresnes story, and so he does with a language thats not always orthodox. But for a con, who never went to college, a lively language is more than adequate, and it makes the telling quicker and more fluent, as well as more authentic. We have to admit, anyway, that the story isnt particularly original, or rather, sometimes it seems almost absurd and a bit forced (too many dei ex machina). But what makes it precious is the description of this extraordinary character, Dufresne, whose personality and strength lead us for almost two hundred pages to make us rediscover a feeling that is too often abandoned. King will set in a penitentiary another novel, The Green Mile, but the atmosphere will be very different from Rita Hayworths... And maybe less realistic.

The second story, Apt Pupil, is the one which comes closer to the horror genre. But dont misunderstand me apart from some scenes in which the tragical murders of some beggars are described, there arent any bloodsheds nor descriptions of despicable and disgusting creatures. Except, of course, for Todd Bowden and Kurt Dussander. The story begins whith a typical American boy who knocks at an Arthur Denkers door. The boy, Todd, has discovered that Denker is actually named Dussander, and that he is a former Nazi officer. Seeing the way Todd managed, whith morbid dedition, to discover Dussanders identity, is already quite disturbing, but the amazing thing is that the boy doesnt want to denounce him to the police. No, what he wants is to be told everything, because he has a great interest in concentration camps.

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We know that King is a master of point of view, we knew it since Carrie. But here he surpasses himself, moving his characters the a skillful puppet-player does with his puppets, unceasingly alternating the oppressed an the oppressors role, making us feel sorry for one of them, then for the other, whithout changing, anyway, the contempt we begin to feel for both since the first pages. At the beginning Todds meetings whith Kurt Dussander are very pleasant for the boy. He enjoys the old mans detailed tales, and moreover he believes to have a certain power on Dussander. But he isnt aware that this power will turn against him. In fact, he will begin to have nightmares in which hell see himself alternatively as an officer and as a prisoner (actually, in those dreams we can read a summary of the whole story). Quite the same thing happens to Dussander, but in his dreams he sees all his victims crawl towards him, asking for vengeance. From this moment on, the old man and the boy will enter a vicious circle that rotates on inhuman madness and ambiguous sense of guilt, whose only damper seems to be the murder of some poor under-privileged.

The atmosphere gets more and more claustrophobic and thrilling at the same time King induces us, whith ability and whithout the slightest tact, too see how close can a man come to become a monster whithout being caught by madness, and above all what sort of monsters can hide behind two reassuring figures as an old gentleman and a young American boy. As always, King teaches us that we dont have to look for monsters under our bed or in our closet, but in everyday life

We came to what seems to be the smallest and most precious gem of the whole Kinghian work, The Body. This story goes along with fall (in fact the subtitle is Fall From Innocence), and it is romantic and at times melancholic, just like an autumnal wood. But here, fall mostly represents a moment of transition between summer (childhood) and winter (adulthood). In fact, the story is about four young boys of about twelve that set out on a journey across the woods (the place that marks a shift, a change in all the most famous fairy tales) in order to see the corpse of a kid their age. The journey, spangled with many little and big challenges, actually is an initiation one and the four boys that will come back will be very different from those who left. Its a journey to discover oneself, ones inner fears, to discover ones maturity and adult life. And to face such an important test, King chooses four emblematic characters, that remind a lot of the young King, but in whom everyone can see their reflection, thanks to Kings well-known ability to create characters that seem to break through the paper. But what makes this story unique arent just the characters, but the poetic way it is told. To think of the initial monologue is enough.

It is usual for Kings style to take the reader along into the telling, but the sweetness and the strength of this story strike us more deeply, in our very soul. The themes, the characters, even the places could make us think of IT, and actually under some aspects the two novels are alike, but The Body, as well as being notably shorter, doesnt contain any horror element. It is a simple and pure story in which bloody and supernatural scenes are lacking; and moreover it is very autobiographic, and this is probably why is seems to be written in such a simpathetic way.

The two summer days that we live together with the protagonists take us back to our past, to the summer of our lfe, make us ask ourselves at what point we changed and how much of Gordie, Chris, Teddie and Vern is left in us. We dont read The Body, we live it; we are the ones who cross the railway bridge, we are the ones who spend a night in the woods, and all of that in order to discover whats the meaning of being children, and what becoming adults implies.

It is the tale, not he who tells it, and in the club on 4B of 5th Street East in New York, stories arent wanted. An anxious club, full of mysterious presences that keep who knows what tales and how much of them. One is told before David, that will report it to us, constant readers. To tell a particular story for Christmas is a tradition in the club, but the one about Sandra Stansfield and the breathing method will strike everybody. Sandra is a strong and determined woman, and even when she is abandoned while pregnant, she wont lose heart. Instead, she will go and see Dr. McCarron, who will teach her a breathing method that other doctors dont approve, but that she will learn anyway and apply, with tenacity and determination, even after her own death.

The last part of the book offers us a story of pure King style, supernatural and thrilling. The Breathing Method is not up to the other three stories, not because its not enjoyable of its own, but simply because the other ones are small masterpieces. Anyway it is the best possible ending for a book such as Different Seasons, a kind farewell that reminds us that there always are new stories, and someone to tell them.

When I have to suggest a King book to someone who has never read any, I always choose Different Seasons. It isnt the best ever, but thanks to his different seasons it is heterogeneal and puts together different genres that manage to make reviewers, Constant Readers and new readers agree whith each other.

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Value Of A College Education

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Having a college education is a valuable tool that contributes to so many aspects of a person's life.The area's that are impacted the most would be the professional and personal areas.It is important to learn the value of a college education in order to fit what you learn into your life.Some people realize the value upon entering college while others might not see the value until later on in life.Of course you also have the people who never realize the value of a college education.No matter which road is chosen, a prediction on the future can never be made.Having a college education however is something that can always be looked at as a positive achievement that feels good and looks good on a resume.

The job market continuously changes from year to year.Jobs are now more competitive and having a college degree is virtually a necessity.Starting at the bottom and working your way to the top is no longer a guarantee in the business world today.It is possible to get a good job without a degree but you are usually limited to how far you can go in the company.Competition in the job market grows stronger and stronger each and every day, which is why holding a college degree at least shows that a person is knowledgeable, dedicated, and has worked hard to accomplish a goal.How many times have you looked in the paper for a job only to see "Degree Required?"Holding a college degree gives you more opportunity to explore and apply for jobs of interest.A few companies look for experience over a college degree but how much experience does one really have when coming out of high school?Even now, at 6, I have been working in an office environment for almost 10 years and I am still told that I do not have as much experience as other applicants.A person can't change their age but they can do things to improve their resumes.What looks better on a resume than a college degree?Unfortunately, a degree does not always guarantee you a great job but it definitely will never hurt to have one.

A college degree also allows for the opportunity to earn a larger salary.I know from experience that many companies will use not having a degree against an employee when it comes to starting salaries and salary increases.Companies treat employees with a degree better because they know a greater opportunity exists to find another job if they are not kept satisfied.How many times have you said to yourself "Why is thatyear old who has been here for 1 year making more than I do when I have been here for 10 years?"A college degree is the answer.Holding a degree also gives a person more confidence when negotiating salaries.Knowing that a company cannot use the excuse of not having a degree against you is a great benefit.Even though the cost of a college education is outrageous, the benefits of having one outweigh those costs.Loans can be paid back but it is very difficult to make a substantial amount of money without a degree.The answer is clear.

Everyone would like something to show from the hard work they put into earning their degree.Aside from more job opportunities, better positions, and a higher salary would be the respect that seems to be given to those who hold a degree.Companies tend to look at college graduates as assets who possess knowledge and drive.In the business world an individual needs to mature.The college experience aids in that process by presenting students with many challenges, choices, and obstacles along the way.A degree is a large accomplishment and companies know that intense work and dedication was put into earning that degree.Companies value this.College graduates are viewed as professionals upon entering the door.

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The value of a college education also shows in the personal aspects of an individual's life.Important values are developed while attending college.Some of these values include maturity, individuality, work ethics, prioritization skills, and the sense of personal accomplishment.Having these values instilled upon you will help to shape the type of person you will be in your professional life and in your personal life with friends, family, and most importantly, with yourself.

The development of maturity really depends on the type of individual attending college and at what point in their life they are attending college.Not all students who go right from high school into college are mature enough and this can lead to poor grades and monetary waste.Many college students can get too involved in the party scene and their newfound independence and let assignments and study skills sit on the back burner.Others realize that they need to work hard and prioritize in college in order to gain the most out of their time and money invested.These students are usually the one's who were taught and learned the value of an education earlier on in life.Some individuals return to school after dropping out for various reasons.Most of the time, these individuals have matured enough to know that they are ready to handle college and see how a college education will benefit them throughout life.They have been in the business world for some time and have realized that in order to move ahead and not hit the wall at a job they must acquire a degree.These individuals have seen the younger and more educated generation coming in and starting at higher salaries in higher positions. Returning students know why they are returning and how returning will better the professional aspect of their lives.

College helps a person to become their own person and develop their own morals, traits, and goals.As we have learned throughout this class, it is very important to set goals whether they be small or large.It gives you something to work towards and accomplishing the small goals sets you up for accomplishing the bigger goals.Goals are important to establish both in the professional and personal aspects of a person's life.Without goals, where would any of us be going?Morals and traits/characteristics are developed throughout the college experience.These are some of the most important values that will be gained.Establishing your character helps you understand what type of person you want to be and what type of people you want to associate with on a personal and professional level.Developing good morals in college helps you to choose between right and wrong as an adult.Having strong morals will help you to see if you are in a company that might have poor and unethical business practices and if that company is right for you or not.

Work ethics are established in college and they carry over into your professional career.These ethics should be taught at an early age and grow over time.Learning to prioritize your work load, complete assignments on time, study, attend class, and operate in a team or social environment are skills that later stay the same but in a different manner in the professional world.Working on projects, preparing for a presentation, being responsible enough to go to work and handle an eight-hour a day job, and having a healthy working relationship with co-workers are all examples of the next "level" of responsibility.These are all responsibilities that an employer will expect out of a college graduate.Having a degree will help you get your foot in the door at a good company but you still have to possess strong skills and desire to continue moving forward in that company.Establishing good work ethics early on from an educational standpoint will help to guide a person in the right direction for their professional career.

Prioritization is a necessity in both the professional and personal aspects of a person's life.Developing these skills in college is important in order to succeed.A big transition takes place between high school and college.The workload increases and at the same time you have all of the new independence staring you straight in the eyes and you have to be able to manage your priorities.Everyone can have fun but it shouldn't be at the cost of forgetting your responsibilities and losing sight of the end result.Prioritizing skills also carry over into the work place.If you develop the skills early enough they will follow you into the business world.If you go through college without learning how to prioritize the transition will be that much harder when you enter the professional industry and as stated before, companies that hire individuals with degrees are expecting the more and assume that these skills are already established.

The sense of accomplishment is something that every person needs to experience.This is one of the greatest feelings in the world.Earning your college degree is such a challenge but at the same time, so rewarding.Knowing that you now have such a powerful tool that will help you to succeed throughout the rest of your life is a great feeling.An accomplishment of this nature is one that will add to a person's confidence.An accomplishment is not getting married or being named homecoming queen.An accomplishment is something that you have to work hard for, overcome challenges for, and sacrifice for.An accomplishment is something to be proud of and cherished.

Having a college degree will add so many things to different areas of an individual's life.You will have developed the skills and values necessary to be an asset in the business world.You will now be looked at as a prospect instead of an "entry level" worker.More opportunities will be available for jobs that are of interest and the opportunity for a higher salary will exist.On a personal level, the maturity and skills obtained from earning a college degree will be carried with you throughout the rest of your life.You will have achieved a great accomplishment and know how that your hard work and determination paid off.This positive attitude will take you many places that you might have never known without a college degree.The value of a college education is invaluable.Earning a degree will only make your future more desirable.Without one, you might never know what more could have been achieved throughout life.

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Reasoning about Categories in Conceptual Spaces

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Abstract

Understanding the process of categorization is a

primary research goal in artificial intelligence. The

conceptual space framework provides a flexible approach

to modeling context-sensitive categorization

via a geometrical representation designed for

modeling and managing concepts.

In this paper we show how algorithms developed

in computational geometry, and the Region Connection

Calculus can be used to model important

aspects of categorization in conceptual spaces. In

particular, we demonstrate the feasibility of using

existing geometric algorithms to build and manage

categories in conceptual spaces, and we show how

the Region Connection Calculus can be used to reason

about categories and other conceptual regions.

1 Introduction

Categorization is a fundamental cognitive activity. The ability

to classify and identify objects with a high degree of exception

tolerance is a hallmark of intelligence, and an essential

skill for learning and communication. Understanding the

processes involved in constructing categories is a primary research

goal in artificial intelligence.

The conceptual space framework as developed by

G¨ardenfors [000] provides a flexible approach to modeling

context-sensitive categorization. Conceptual spaces are

based on a simple, yet powerful, geometrical representation

designed for modeling and managing concepts.

In this paper we show how algorithms developed in computational

geometry, and the Region Connection Calculus

(RCC) [Cohn et al., 17], a well known region-based spatial

reasoning framework, can be used to model important aspects

of categorization in conceptual spaces. In particular, we

demonstrate the feasibility of using existing geometric algorithms

to build and manage categories in conceptual spaces,

and we show how the RCC can be used to reason about categories

and other conceptual regions.

¤This paper appeared in the Proceedings of the Fourteenth International

Joint Conference of Artificial Intelligence, Morgan Kaufmann,

85 - , 001.

Conceptual Spaces

Conceptual spaces provide a framework for modeling the formation

and the evolution of concepts. They can be used to

explain psychological phenomena, and to design intelligent

agents [Chella et al., 18; G¨ardenfors, 000]. For the purposes

of this paper conceptual spaces provide the necessary

infrastructure for modeling the process of categorization.

Conceptual spaces are geometrical structures based on

quality dimensions. Quality dimensions correspond to the

ways in which stimuli are judged to be similar or different.

Judgments of similarity and difference typically generate an

ordering relation of stimuli, e.g. judgments of pitch generate

a natural ordering from "low" to "high" [G¨ardenfors,

000]. There have been extensive studies conducted over

the years that have explored psychological similarity judgments

by exposing human subjects to various physical stimuli.

Multi-dimensional scaling is a standard technique that

can be used to transform similarity judgments into a conceptual

space [Krusal and Wish, 178]. An interesting line of

inquiry is pursued by Balkenius [1] who attempts to explain

how quality dimensions in conceptual spaces could accrue

from psychobiological activity in the brain.

In conceptual spaces objects are characterized by a set of

attributes or qualities fq1; q; ; qng. Each quality qi takes

values in a domain Qi. For example, the quality of pitch (or

frequency) for musical tones could take values in the domain

of positive real numbers. Objects are identified with points in

the conceptual space C = Q1 x Q x Qn, and concepts are

regions in conceptual space.

In the definition above we use the standard mathematical

interpretation of "domain". In [G¨ardenfors, 000] however,

a domain is defined to be a set of integral dimensions, this

interpretation is consistent with its use in the psychology literature.

For example, pitch and volume constitute the integral

dimensions of sounds discernible by the human auditory perception

system. Integral dimensions are such that they cannot

be separated in the perceptual sense. The ability to bundle up

integral dimensions as a domain is an important part of the

conceptual spaces framework. Domains facilitate the sharing

and inheritance of integral dimensions across conceptual

spaces.

For the purpose of this paper, and without loss of generality,

we often identify a conceptual space C with Rn, but hasten

to note that conceptual spaces do not require the full rich-

ness of Rn. Domains can be continuous or discrete1. They

can also be based on a wide range of geometrical structures,

for example, according to psychological evidence the human

colour perception system is best represented using polar coordinates

[G¨ardenfors, 000].

For the purpose of problem solving, learning and communication,

agents adopt a range of conceptualizations using different

conceptual spaces depending on the cognitive task at

hand.

Similarity relations are fundamental to conceptual spaces.

They capture information about the similarity judgments. In

order to model some similarity relations we can endow a conceptual

space with a distance measure.

Definition 1 A distance measure d is a function from C x C

into T where C is a conceptual space and T is a totally ordered

set.

Distance measures lead to a natural model of similarity; the

smaller the distance between two objects in conceptual space,

the more similar they are. The relationship between distance

and similarity need not be linear, e.g. similarity may decay

exponentially with distance.

The properties of connectedness, star-shapedness and convexity

of regions in conceptual spaces will prove useful

throughout.

DefinitionA subset C of a conceptual space is

(i) connected if for every decomposition into the sum of two

nonempty sets C = C1 [ C, we have ¯ C1C [ C1¯ C 6= ; where ¯ C is the closure of C. In other words, C is

connected if it is not the disjoint union of two non-empty

closed sets.

(ii) star-shaped with respect to a point p (referred to as a

kernel point) if, for all points x in C, all points between

x and p are also in C.

(iii) convex if, for all points x and y in C, all points between

x and y are also in C.

DefinitionThe kernel of a star-shaped region C is the set

of all possible kernel points, and will be denoted kernel(C).

Connectedness is a topological notion, whilst starshapedness

and convexity rely only on a betweenness relation.

A qualitative betweenness relation can be specified in

terms of a similarity relation, S(a; b; c), which says that a is

more similar b than it is to c. Alternatively, a betweenness

relation can be used as primitive, and axioms introduced to

govern its behaviour [Borsuk and Szmielew, 160]. In the

special case where the distance measure is a metric, the betweenness

relation can be defined as "b is between a and c"

if and only if d(a; b) + d(b; c) = d(a; c).

Convex regions are star-shaped, and in many topological

settings star-shaped regions are connected. The kernel of a

convex region is the region itself, and under the Euclidean

metric kernels are convex.

1They can even be small and finite e.g. fmale, femaleg.

A scientific representation of colour would require a different

representation however, one that captures important scientific features

of the electromagnetic spectrum such that the wave properties

of wavelength and amplitude constitute integral dimensions.

Constraints like connectedness, star-shapedness and convexity

can be used to impose ontological structure on the categorization

of the conceptual space, i.e. not any old region

can serve as a category. In fact, there is compelling evidence

that natural properties correspond to convex regions in conceptual

space, and using the idea of a natural property in this

way G¨ardenfors [000] is able to sidestep the enigmatic problems

associated with induction.

In section 4 we show how categorization, the central theme

of this paper, occurs in conceptual spaces, but first we briefly

describe the RCC.

Region Connection Calculus

The RCC is a qualitative approach to spatial reasoning. It was

developed in an attempt to build a commonsense reasoning

model for space, and its remarkable utility has been illustrated

in numerous innovative applications [Cohn et al., 17].

The RCC approach is region-based where spatial regions

are identified with their closures. The RCC is based on a connection

relation, C(X; Y ), which stands for "region X connects

with region Y ". The connection relation, C, is reflexive

and symmetric. Despite the fact that the basic building blocks

in the RCC are regions, C can be given a topological interpretation,

namely C(X; Y ) holds when the topological closures

of regions X and Y share at least one point.

The RCC framework comprises several families of binary

topological relations. One family, the RCC5 fragment uses

the following Jointly Exhaustive and Pairwise Disjoint base

relations to describe the relationship between two regions (see

Figure 1); DR (discrete), EQ (identical), PP (proper part),

PP¡1(inverse PP), and PO (partial overlap).

[Aurenhammer, 187] Aurenhammer, F., Power Diagrams

Properties, Algorithms and Applications, SIAM Journal

of Computing Surveys, 16(1)78-6, 187.

[Aurenhammer, 11] Aurenhammer, F., Voronoi Diagrams

A Survey of a Fundamental Data Structure, ACM Computing

Surveys, (), 45 - 405, 11.

[Balkenius, 1] Balkenius, C., Are There Dimensions in

the Brain? in Spinning Ideas, Electronic Essays Dedicated

to Peter G¨ardenfors on His Fiftieth Birthday online

at http//www.lucs.lu.se/spinning.

[Borsuk and Szmielew, 160] Borsuk, K., and Szmielew, W,

Foundations of Geometry. Amsterdam North Holland,

160.

Vol 81 LNCS,- 44, Springer-Verlag, 15.

[Okabe et al., 000] Okabe, A., Boots, B., Sugihara, K., and

Chiu, S.N., Spatial Tessellations, nd Ed, Wiley, 000.

[Petitot, 18] Petitot, J., Morphodynamics and the Categorical

Perception of Phonological Units, Theoretical Linguistics,

15 5 -71, 18.

[Renz and Nebel, 1] Renz, J. and Nebel, B., On the Complexity

of Qualitative Spatial Reasoning A Maximal

Tractable Fragment of the Region Connection Calculus,

Artificial Intelligence, 108 (1-) 6 -1, 1.

[Rosch, 175] Rosch, E., Cognitive representations of semantic

categories, Journal of Experimental Psychology

General, 104 1 - , 175.

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I See the Forest

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I See the Forest

When I was in second grade I had the worst time learning how to tell time. In fact, to this day I still have a little trouble. Clearly, I didn't have trouble reading a digital clock, but when it came to reading the hand of a clock I failed miserably and usually was reduced to tears. At the time I couldn't understand why I was having so much trouble. I was in the top reading group in my class, and one of the chosen few in the Intervale Elementary School gifted and talented program. At that point in my academic career, I had never failed at something before and I quickly became very frustrated. Regardless, I eventually figured it out, but it took a very long time. I also had a lot of trouble learning multiplication and division. I specifically remember getting so frustrated I couldn't figure out my math homework, I ripped it up. I soon realized at an early age that I had trouble learning certain things and in subjects like math and science, concepts took me longer to learn. The problems continued, as I got older. When I reached middle school and high school, it was clear that I was far from a math and science student, yet excelled in English, history, and the arts. In fact, when I was a sophomore in high school my chemistry teacher advised me to never take physics or calculus and instead suggested statistics and environmental studies because I would have "trouble understanding the concepts and principals". By the time I had graduated high school, I knew that I was a right-brained learner.

Luckily for me, my mother was a teacher who strongly believed in the notion of different learning styles as well as different intelligences, therefore my mother was able to help me when my teachers could not. She understood the concept that not everybody learns the same way and she in turn helped me adapt and integrate my styles with my teacher's style. It was difficult but eventually I was able to catch on. Interestingly I found myself integrating my styles further when I went to college. I found it difficult that in college many of my classes were based on lectures. It took me a while to adjust, but now I am able to sit through and understand a three-hour lecture where justyears ago I had problem paying attention in a one-hour class.

It was until this class, where I was able to physically see the classification of a right-brained learner. Characteristics like use visualization, accident prone, creative, like humor, rely on images for thinking and remembering, need touching, and need to have goals set for them, are all things that describe me and my learning preferences. After reviewing the lists, I took a test to assess my brain dominance. Interestingly, the test stated that I was an integrated learner. This came as a surprise because I had always considered myself a right-brained learner. However, after further examination of the test, I felt that this was not an accurate test to decipher brain dominance. The questions were much too vague. For example, I prefer to take multiple-choice tests, I prefer to take essay tests, and I don't have a preference for essay tests or multiple-choice tests, were a series of statements where I had to choose which was most like me. I choose essay tests, but it is easy to see how a person taking the test would be likely to answer both. However, a point brought up in class was the notion that schools tend to focus their teaching strategies to fit a left-brained learner and as a result right-brained learners are forced to integrate and utilize both styles. This is a valid point to look at and consider, but I also feel that the statements in the brain dominance test could be reworded to make for a better survey.

After I decided I was a right-brain dominant, I dug deeper into my learning style. I looked at Herman Witkin's modes of perception. Essentially, Witkin and associates developed the notion of field-dependent (global) and field-independent (analytic) people. In other words, a common analogy used to describe the distinction between the two styles is that field-dependent people see the forest while field-independent people see the trees (Witkin, Moore, Goodenough & Cox 177). As I read the lists of key characteristics, I noticed that the field-dependent style shared similar characteristics with that of a dominant right brain. For example, characteristics included wanting to see the whole picture before examining the parts, make connections; look for patterns and relationships, and socially aware; interested in people. The same relationship can be made with the field-independent style and left-brained learner. As I looked at ways teachers can accommodate students dominate in field-dependent style I saw that the suggestions, like cooperative learning and other interactive strategies, were styles of teaching I enjoyed and excelled at as a younger student. For example, I was more receptive to a teacher when they emphasized the main concept, therefore I could see the overall picture and then be able to concentrate on details. It makes sense that right-brained and left-brained people would have different learning styles; it is just interesting to see how they matched up.

Further investigation on my personal learning style brought me to specific student style traits. These traits, auditory, visual, and kinesthetic are the three channels that learning occurs through. The best-known models of learning styles (the best known is from Dunn and Dunn at St. Johns University, and variations on their work) deal with the environment in which we study best, and the shape of the information, as in auditory, visual, or tactile kinestheic. This model describes environmental preferences, and how information is taken in, but not what the learner does with the information, cognitively. It is said that students learn best when learning through their favored style (Handout 5).

To see how this applied to my personal style I looked at important characteristics of the visual style. Characteristics included remembering best what they see, putting information into visual forms, and often writing things down or drawing pictures to help understand and remember. After comparing visual style to auditory and kinesthetic it was clear that I was a visual learner. Although I already knew that based on my earlier experiences in school. In fact, my visual style can be seen in my everyday life. For example, I have a lot of difficulty listening and comprehending lyrics of songs. I need to physically read the words or else I cannot understand them. The same applies when people read something out loud, such as Trivia Pursuit questions; I need to read the card to understand the question. Interestingly, I can listen to lectures in class and understand them. The fact that I am able to understand lectures show that as a student I needed to integrate other styles to succeed academically.

To be sure, however, I took the modality checklist to assess what type of modality, or sensory channel I prefer. After reading the statements and checking off the ones that are most like myself, the test showed that I favor visual modality (although, both auditory and kinesthetic styles were a close second and third). Again, while my test showed that I employed a visual style, I still felt that the questions were much too vague. Similar to the brain dominance test, the statements were too obvious. As I was taking the test, I could tell exactly what they were testing for, which in my mind, makes for a faulty test. On the other hand, in terms of a quick assessment this test could be used initially and serve as a guide.

Finally, I assessed the type of personality I was based on Carl Jung's Psychological Types (171). According to Jung, a person's attitude is influenced by their behavior. As a result people tend to look at certain situations differently based on their comfort level. One aspect of this theory is a preference for introversion or extraversion. Depending on an individual's comfort level, a person behaves extraverted, energized by their actions with the outside world, or introverted, energized by time for reflection, depending on the situation. However, people tend to choose one over the other (Jung 171). Prior to looking at the characteristics of introverted and extroverted people, I did not know what I was and felt that I might be both. After looking at the test I came up with the same conclusion, I was both. Jung was right it depends on the situation. However, this was only a tiny portion of his theory, I'm sure that there is more to it and this list is simply a general example.

Taking these tests showed me the progression of learning styles and gave me a quick history lesson of learning styles. It was interesting to assess my own learning styles as researchers did. In other words, researchers started with the distinction of right and left brained learners and, through the years, have narrowed down specific characteristics. Educators have been trying for a long time to come up with a model that adequately describes the differences in how people learn and still new research and models are coming out all of the time. The assessment allowed me to see how I will handle my children when I become a teacher. I can see how I had trouble in school, and being I bright student I can only imagine what other students felt. On the other hand, I can see how different learning styles and traits can coincide in the classroom. For example, when I volunteered at Washington Carver Elementary School the students participated in tasks that applied to visual, auditory, and kinesthetic learning. Specifically, in the math lesson of the day the students worked in groups on their math worksheet, they then each read a problem out loud and showed how it was performed with magnets on the board. That activity applies to all types of learning styles and reinforces that the children, no matter what type of style, will understand and comprehend the material. That is how I want my class to be. I think a lot of the problem to date with schools having a left-brained bias is that teachers do not realize that they can creatively employ different teaching styles and reach each learning style if they can creatively come up with a good lesson. All it requires is a little investigating. Luckily, as the years go on teachers are being taught that there are different learning styles and intelligences and they are therefore becoming aware that their lessons need to reflect the disparity. Being aware is key and assessing my own learning style is the first step to applying it to my teaching.

Eastern New Mexico University. "Modality Strengths."

Eastern New Mexico University. "Modality Checklist."

Handout 5. "Student Style Traits Auditory, Visual, Kinesthetic." Association for

Supervision and Curriculum Development.

Jung, C.G. (171). "Psychological Types." In The Portable Jung, edited by J. Campbell.

New York The Viking Press.

Shaun, A., Siegel, L, & Siegel, J. "Self Administered Inventory of Learning Strengths."

Witkin, H.A., C.A. Moore, D.R. Goodenough, and P.W. Cox. (Winter 177). "Field

Dependent and FieldIndependent Cognitive Styles and Their Educational

Implications." Review of Educational Research. 47, 1 164.

Please note that this sample paper on i See the Forest is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on i See the Forest, we are here to assist you.Your cheap custom college paper on i See the Forest will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment fromand you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ?

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ?. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ? paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ?, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ? paper at affordable prices !

It should be understood from the outset that the three guiding considerations in any classroom context are the teacher, the student and the learning environment. These close and sometimes complex inter-relationships need to be taken into account when discussing the differences between a class of 0 adolescents in a day school (C1) and one of 15 adults learning English for business reasons (C).

The most central element in the classroom is motivation what motivates the teacher, what motivates the student and to what extent do the two coincide in reflection of the learning environment? We know "it's motivation that is the key, not the emphasis on innate ability or personality … it's finding a way to engage every[one] in meaningful activities and helping them to enjoy learning" (Groundwater-Smith, Cusworth et al, 18). With this in mind, the teacher is undoubtedly the primary motivational influence within the learning environment. However, to foster this in functional and formative ways, the teacher needs to be aware of his/her own motivations alongside those that find the student in the classroom at the same time.

One can understand motivation to be either extrinsic or intrinsic. Extrinsic motivation is external to the actual activity and might be seen by the student to be collaborative or coercive, encouraging or discouraging (or indifferent) and may elicit responses that are in keeping with the particular perception. Intrinsic motivation, on the other hand, is seen as "…the motive that keeps individuals at a task through its own inherent qualities" (McInerney & McInerney 18) and often reveals a "… joyous absorption in the activity" (Csikszentmihalyi 175) through "a facility for learning that sustains the desire to learn" (Corno & Rohrkemper 185).

To sustain the desire to learn, the teacher should focus on several fundamental areas. Firstly, in both C1 and C, it is important for the teacher to instil confidence in his/her capacity to teach, as well as the method of teaching. While there is no proven method that is universal to all teaching, students will determine quickly enough in their own minds whether or not a teacher is worth their while. This means the teacher should communicate confidence in himself/herself and the methods s/he adopts. In this way, s/he demonstrates sound knowledge of subject material, represents "a good model as the language user" (English Language Centre, Module 1), creates a positive rapport, is well-organised, purposeful and adaptable, and can "… ground learning experiences in real, everyday learning contexts" (Groundwater-Smith, Cusworth et al 18).

Despite bringing all these attributes to the classroom, a teacher is likely to encounter quite different responses from C1 and C, particularly with regard to motivation. For a start, a student in C1 may well be there as part of a compulsory school curriculum, bringing little or no extrinsic motivation beyond that at all. If this is true, the student is at risk of disengaging from the learning process altogether if s/he cannot be motivated intrinsically in some way. This could be a challenge for the teacher, as "research tends to support the view that motivation is a serious issue during adolescence" (McInerney & McInerney 18).

Having said that, the informed teacher will know more or less what s/he is up against. There is little doubt that teenagers are involved in a search for identity, autonomy and self-expression and, as Harmer points out, "peer approval may be considerably more important for the student than the approval of the teacher" (00). Of course, this can lead to disruptive elements in the classroom and this is where it becomes critical for the teacher to find ways to secure an ongoing level of interest, enjoyment and general development in the language.

The key is to engage the student with material that is relevant and meaningful in a way that demonstrates use and value. Selecting authentic materials to work with and adapting them to the communicative approach can help to achieve this. Generally speaking, today's teenagers are particularly media literate and this can be capitalised on in the classroom by teaching from a wide range of materials across the spectrum of the internet, film, television, music, computer games and the fashionable trends they tend to embody in popular culture. It is precisely because teenagers are of the media generation with a more visually orientated perspective, that using visually stimulating texts like magazines, comics and cartoons could also be an effective way to elicit and consolidate interest.

The number of students in C1 is another factor to consider when planning lessons that aim to involve them and occupy their interest. Given that it is a relatively large class and taking typical adolescent behaviour into account, it would be a sensible option to have them learning in pairs or small groups some of the time. In this way, the teacher satisfies a number of objectives s/he can provide individualised attention if needed; s/he can group students according to strengths and needs; students interact in direct peer-to-peer activity; students enjoy a greater sense of autonomy and control over the learning experience; students strive to attain learning goals within their own capacity and with a feeling of safety and support; and, importantly, students are "…encouraged to respond … with their own thoughts and experience" (Harmer 00).

The spirit of intention may well be the same for the teacher when it comes to C but the classroom dynamic is bound to be quite different. The sum of the differences can be captured to an extent by the understanding that whereas the students in C1 may be inclined to challenge the teacher, those in C are more likely to challenge the method. As Harmer points out, after many years of education of some kind or another, adults tend to "… form strong opinions about how teaching and learning should be carried out" (18). This emphasises how most adults function from a firmly established sense of identity that can become quite rigid in its expression. This means that they may enter the classroom with a whole range of preconceived ideas and expectations of the way things ought to happen and the teacher must be prepared for this.

Such expectations might be particularly more evident with the students in C because their immediate objectives relate specifically to learning business English. They are in the classroom of their own volition and very much aware of what they are setting out to achieve. This means they bring a good measure of extrinsic motivation with them, which is likely to help them project and focus on their goals in a way that teenagers with less life experience find more difficult. This makes adults far more cooperative on the whole, less inclined to be disruptive and pose ongoing discipline problems and, generally, better able to concentrate on the tasks and see them through even if they are somewhat bored at times.

Having said that, the students in C can present their own set of problems, some of which are typical to adult learners. Adults offer a lifetime of learning experiences that will impact directly on how they respond in the new learning environment. They carry "… their own record[s] of success or failure" (Harmer 18) and, in the latter case, students may experience anxiety about repeating a learning history that appears fixed to them. Harmer points out that "as teachers of adults we should recognise the need to minimise the bad effects of past learning experiences" (00). Furthermore, older adults may fear that they have lost some of their intellectual capacity when they come to the classroom after an extended period between learning experiences.

Notwithstanding this, the C students will be a lot more adept at engaging in abstract thinking than their adolescent counterparts, which is important given that the teaching of business English will have a more defined approach that may require them to relate beyond their everyday experiences. Students will be much more confident to rely on themselves and may prefer to in many cases. The smaller class size accommodates individual learning or pair-work and allows the teacher to personalise the approach to a greater extent than with C1. Given the more technical nature of the course, this may be beneficial to both student and teacher. It will support more formal business texts and materials that demand greater understanding within more confined parameters than those of C1.

Despite their differences, there will be many similarities between the classes and, at the end of the teaching day, both should enjoy a classroom atmosphere that is positive and relaxed and a teaching style that is entertaining and enjoyable. The last word belongs to Harmer when he says "we can diminish the fear of failure by offering activities which are achievable, paying special attention to the level of challenge presented by exercises. We need to listen to students' concerns and, in many cases, modify what we do to suit their learning tastes" (00).

Corno, L. & Rohrkemper, M. M. 185 'The Intrinsic Motivation to Learn in Classrooms' in D.M. McInerney & V. McInerney. 18 Educational Psychology Constructing Learning, Pearson Education, Australia.

Csikszentmihalyi, M 175 'Beyond Boredom and Anxiety' in D.M. McInerney & V. McInerney. 18 Educational Psychology Constructing Learning, Pearson Education, Australia.

Groundwater-Smith, S, Cusworth, R & Dobbins, R 18 Teaching Challenges and Dilemmas Harcourt Australia Pty Ltd, Marrickville.

Harmer, J 00 The Practice of English Language Teaching, rd edn, Longman, Essex.

Harmer, J 18 How to Teach English, Longman, Essex.

McInerney D M & McInerney V 18 Educational Psychology Constructing Learning Pearson Education, Australia.

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