Fourteen Amendment Reconstruction Essays

Fourteen Amendment Reconstruction Essays Fourteen Amendment Reconstruction Essay Fourteen Amendment Reconstruction Essay The fourteenth amendment reconstruction was generally a proposal intention that was objectively driven by the congress on thirteenth June in the year eighteen sixty-six. It was a serious effort commitment by the congress to propose it in the United States constitution as they had wished before. In order for this proposal to have become an official amendment, it was subjected to different trials and procedures which were to be successfully handled in order to be official as an amendment. Basically, the proposal has to achieve the ratification by the representative legislatures, who were supposed to be an origin from the required states in order for the proposal to achieve a successful amendment. Though the amendment was to empower, it was rejected by most states who were from the southern states, though this was not in a position of stopping the implementation since the requirement was fulfilled which was a ratification by the three-fourth of the states , known as the Reconstruction C onsidering the continuous positive progress that the proposal achieved, on twentieth July, eighteen sixty-eight, the amendment was able to be ratified and William Seward who was the states secretary confirm the certification on the amendment ratification, later after all the required procedure met , it was with pride fulfilling the intention of congress and was finally added to the federal constitution (Collins). Purpose of the 14th Amendment Purposefully the fourteenth amendment was to serve an integral role to some of the individuals who were by that time considered strangers in the united state; it granted the power for one to become a citizen through giving citizenship to all the individuals and members who were naturalized and born in the United States, generally this were a group of slaves who obtained their freedom and were now free after the civil war. In reference to (Scaturro) the fourteenth amendment had an important role to play as it was;; projected by the congress. Firstly, the amendment; was to help in the addressing of; the rights of citizens, it was to offer support and protection to the citizens rights considering the tradition which at one point was oppressive in nature and didn;t give freedom to all .additionally, the proposal was raised to curb the uncertainty and the level; of discrimination, that was being experienced during the that time, some selected people had no freedom to do a lot of things an d were existing and being kept as slaves to just work and not to be seen and heard. The amendment was to offer a solution to the improper treatment of the men who were freed after the war was over, through being granted citizenship, the amendment was so helpful , they become citizens who were now had the total right to enjoy their rights as part and parcel of one family of united states. : Since 14th amendment was favoring both African American and women, both the two parties tried taking advantage it; women mostly used it to demand their rights to be recognized as useful member of the society, they fight and demonstrated to sensitize on the prevention of woman discrimination, women wanted themselves to respected and to be recognized as useful members of the society. In this case, the amendment worked in their favor since they were able to fight for their rights. African American t one point became so rebellious and was now using the amendment to gain respect and make them known (Scaturro) Notably, this amendment was beneficial to humanity since it was able to forbid any state to deny any individual liberty, life or property without the proper process of using the law. It also forbids denial of any individual within its jurisdiction the fairness and balance protection of the law. The rule was applied to all black Americans except the Indians and the barred, who didn;t enjoy this privilege. The 14th amendment was so integral and crucial since it was able to solve and address apportionment. This gave; Blacks the respected they were craving for , the dignity and the stipulation of being appreciated and being able to identify as a whole individual and not half as the white ; used to refer to them before. Blacks were viewed as kids who were not able to reason as a grown up and make a; sound decision, this made black people be either be seen as kids or a half a human being whose brain have not well developed. With the 14th amendment, this perception was removed and blacks were now being able to be counted as one whole individual, evidently in the constitution, before when it comes to counting, or recognizing the presence of a black person, they were being counted as a fifth of an individual. This was not fair and it was a strategy to undermine black and make them work hard for the white people. Effects of the 14th Amendment on constitutional law Additionally, the application of the; 14th amendment had a great impact on how the government of united states was functioning, it placed a limiting standard on the amount of power the state government could own, this was contrary to the past where the state government had all the power which were even frustrating black people. Most of the protection that was implemented and added to the bill of right was only not active in the federal government; the same bill also impacted and was implemented in the states (McKitrick). This withdrew some power that state had and some restriction when it comes to the bill of rights was implemented. Limitation of the Amendment Considering all the good benefit that was associated with the fourteenth amendment especially to the black community, the 14th amendment was still in it circles associated with some limitation that the black didn;t enjoy. Though blacks were granted the full freedom and the ability to become citizens of United States through birth and naturalization, they didn;t enjoy the freedom to vote for the best leader of their choice. This still made them separated since they started feeling like they are not part of the full citizenship if they cannot vote and even elect the best leader to rule them. Blacks grievances of not being given the opportunity to votes were later considered in the fifteenth amendment, which took place in the eighteen seventy. Additionally, the 14th amendment made blacks have equal rights, when the federal law was involved and put into consideration. This was in return inserted pressure and at one point the federal government faced a lot of challenges implementing and hindrance in the policies enforcement. In most parts of the south, blacks were murdered and even kept franchised through methods like the poll taxes and the literacy test (Halbrook). Some groups that were dangerous for example as Ku Klux made a tough reconstruction by murdering the black people and even leaders from the republican side. Section of the Amendment ;Basically, the first section of the fourteenth amendment, focused on; immunities clauses which focused mostly on fighting against racism, it was majorly implemented to support the black and ,due process clause, was able to protect an individual through protecting individuals deprivation of life ,property, and liberty. In; citizenship clauses; a wider definition of citizenship, various ways one can be a citizen of united states and the role and responsibility of a citizen, privileges clauses, and the equal protection clauses (Berkin et al.). Conclusion In conclusion, the 14th amendment worked very hard in resolving one of the pre-civil war issues that were mostly affecting the African American, the amendment was in return quite beneficial since, it acted like a bridge, which brought the connection between slavery and total freedom. Blacks could receive citizenship through naturalization and through birth; this was a breakthrough from slavery since they were given the sense of belonging by acquiring citizenship. Through the amendment, the African America were given the confirmation of different opportunities rights and privileges of a normal citizen with equal protection of the law, this amendment was a breakthrough for African American. Work cited Berkin, Carol et al. Making America: A History of the United States, Volume I: To 1877. Cengage Learning, 2007. Print. Collins, Charles Wallace. The Fourteenth Amendment and the States: A Study of the Operation of the Restraint Clauses of Section One of the Fourteenth Amendment to the Constitution of the United States. Springer Science ; Business Media, 2013. Print. Halbrook, Stephen P. Freedmen, the Fourteenth Amendment, and the Right to Bear Arms, 1866-1876. Greenwood Publishing Group, 1998. Print. McKitrick, Eric L. Andrew Johnson and Reconstruction. Oxford University Press, 1988. Print. Scaturro, Frank J. The Supreme Court;s Retreat from Reconstruction: A Distortion of Constitutional Jurisprudence. Greenwood Publishing Group, 2000. Print.

A Definition of Amnesty

A Definition of Amnesty Generally, amnesty is defined as any governmental pardon for past offenses or crimes, especially political ones. Granting amnesty goes beyond a pardon, in that it forgives the said offense completely, and typically without consequences. For purposes of conservative politics, amnesty is a political term typically associated with two major issues: immigration and capital punishment. As it relates to immigration, amnesty is the term used for granting automatic citizenship to resident aliens, who are in the United States illegally. Amnesty for illegal immigrants is the subject of tremendous controversy since it essentially bypasses the citizenship and assimilation process essential to all legal immigration into the United States. As it relates to the death penalty, amnesty is the term used for when a governor grants a reprieve from execution to a prisoner sentenced to death. In this case, amnesty is different from a pardon in that it doesnt exonerate the condemned from all punitive action or absolve the convicted of all wrongdoing.​ Illegal Immigration Was the 2013 Gang of Eight Bill amnesty? The easy answer is: Not really. The 2013Â   immigration bill did not offer blanket amnesty. In fact, there were a number of requirements, penalties, and steps that needed to be taken in order to remain in the country legally, and not everyone would get to stay: The Gang of Eight bill is actually called the Border Security, Economic Opportunity, and Immigration Modernization Act of 2013. It was a comprehensive immigration reform proposal originating in and passed by the US Senate. It was a Democrat-friendly bill that needed a lot of work and had a lot of poor elements to it. The eight members included Republicans Marco Rubio, John McCain, Jeff Flake, and Lindsey Graham and Democrats Chuck Schumer, Bob Menendez, Richard Durbin, and Michael Bennet. The bill eventually passed by a vote of 68-32. From a conservative standpoint, the bill was not very good and though it had provisions beefing up border security, they were ultimately toothless and gave far too much power to the executive branch. Immigration Reform If immigration reform fails once again, it needs to fail after both the Senate and House pass bills. If the House passes an enforcement-first bill that the Senate refuses to adopt, the Senate is equally responsible for reform failing. And while voters agree immigration reform needs to happen, they also agree that closing the border and preventing more illegal immigration is a top priority. If the bill ultimately fails it will be on those grounds. Democrats want little in the way of border security, increasing deportation of criminal aliens, or slowing down the legalization and citizenship process. All of these are crucial elements of any immigration reform. If they are absent, reform should fail. These provisions have broad support among voters. The proof is in the television and radio ads that members of the Gang of Eight are running. In those ads, the Senate bill proponents constantly talk about strong enforcement measures because they know Americans do not want to see the current scenario play out again in a decade. Of course, those measures have been trimmed out of the bill. If immigration reform ultimately fails because conservatives stood for these core elements it will be harder for them to be badgered politically. After all, the are holding out for positions with broad public support. That said, the Republican Party has never been known to play to their advantages well with the public. Pronunciation: amnistee Also Known As: acquittal, compurgation, exculpation, forgiveness, mercy, release Examples: Amnesty is a terrible policy, and its terrible politics. Its a terrible policy because you are rewarding people for breaking the law.- Tom Tancredo

Reconstitution against Renunciation Essay Example | Topics and Well Written Essays - 1250 words

Reconstitution against Renunciation - Essay Example â€Å"Male fashion of the 18th century was less varied than female fashion as it consisted of the same set of garments throughout breeches, waistcoat and just a corpse† (Bender, 2006). What follows are photographs with brief descriptions of eighteenth-century male fashion.It can be seen from the above photos that the waistcoat with a slit at the center back was opened at the bottom end. The front edge of the just a corps was curved slightly, with a narrow torso. Stockings were sometimes worn under the breeches, and the shoes were square-toed, with small buckles. The sleeve cuffs also reached up to the elbow. Curly wigs were worn, but compared with seventeenth-century wigs, these were shorter in length. Gentlemen were expected to always have the following accessories: the tricorn hat, walking sticks and, most importantly, the sword as a status symbol, sticking out from underneath the coat’s slit. As a further status symbol, the slit was necessary for riding a horse.Chang es in eighteenth-century male fashion noticeably become more pronounced, as evidenced by the above photographs. It can be seen that the waistcoat no longer sports the flaring bottom edge, paving the way for the eventual tailcoat, and can be buttoned only at the chest. There are lesser decorations, indicating the advent of the "new simplicity" that originated in England and had, by this time, swept all across Europe (Bender, 2006). Cuffs were smaller, and the wigs changed up to the point when they were altogether done away with.

GUN CONTROL Essay Example | Topics and Well Written Essays - 750 words

GUN CONTROL - Essay Example Therefore, this paper will focus on the importance of gun control in the entire community. Most of the people claim to be in need guns for their self-defense but most of the people misuse them to trouble others. Most suicide and murder cases recently, have been as a course of firearms in most cases; it is not in self-defense (Lott 126).The controlling of firearms that are available to the public, will decrease the lives lost because people will no longer use the guns to cause harm. However, most criminals attack the unarmed people and avoid the armed, as they are harder to prey on. Therefore, as much as the general social safety is enhanced, the individual will not be safe. This is because of insufficient protection and they will fall prey to most criminals. Apart from self-defense, the members of the public who own guns use them for other purposes ways that are productive to the society while others are a threat to the society. The major one is hunting. Hunting is a culture in most communities and the banning of guns means that the culture has to stop its ways of living. It is very hard to find better options for cultures and the public will find it to be a hard task. This may lead some of them to looking for other alternatives that may be poorer and cause more harm to the society (Wuest 116). Firearms have been more protection to the women more than it has to the men. This is because the women are taken to be generally the weaker gender and are therefore more prone to attacks than males are. This is true to some extent because apart from general robbery, women are prone to rape. A woman with a gun is likely to scare of her assailant but an unarmed one is likely to be defeated because she has no protection that would much up to the attacker’s ability (Kleck 126). A national survey indicated that approximately 95 percent of the people with guns just have to wave their weapon to scare the attackers away and prevent the attack overly (Lott 97). Firearms ha ve also caused a lot of harm within the society through accidents. It is generally advised that guns should be locked when in the residences of the users but rarely do people follow this directive. This is because a locked gun has to be unloaded and there is really no need to carry around the gun. This is because it cannot protect the user (Kleck 277). This has led to many people leaving the guns loaded in their homes in places easily reached by the small children The small children are ignorant of the use of a gun and some of the older ones are adventurous. This leads to them using the guns, which inflicts harm to them or to other people around them. Controlling of the ownership of firearms will reduce the accidents in the residences of the owners and therefore reduce the deaths of the innocent children. Another positive effect of the gun power is that there will be expansion of other industries that deal with provision of security. The security industries should be licensed to pos sess guns to safeguard the society. The society will have to look for alternative methods to guard themselves and for self-protection. As a result, the industries that deal with manufacturing the equipment for self-defense will benefit. Protection against burglary in the houses can be maintained by use of a simple anti-theft alarm. This is effective and with no side effects on the owner. In self-defense, Stun and teaser guns are

Margaret Thatcher :: essays research papers

MARGARET THATCHER Margaret Thatcher was the Prime Minister of Great Britian. Margaret changed many policies and she also defended strongly other government policies. An example of this was when Margaret Thatcher was Secretary of state for education and science. The government had to cut school funding by $300 million. She didn’t want to cut anything that had to do with the students missing out of education. It was her duty to provide the best education for them. The solution she had come up with would be one of the most unpopular moves in her career-up to and including her as Prime Minster (Hole 35). The decision she had made was to eliminate free milk from the lower grades. Free milk had already been eliminated from the older students of a previous labor government cut. She said â€Å" I took the view that most parents are able to pay for milk for their children, and that the job of the government was to provide such things in education which they couldn’t pay for, like new primary schools.† â€Å"Mrs. Thatcher, milk snatcher,† was screamed at her (Hole 36). When Margaret Thatcher became Prime Minister the first thing she wanted to do was limit union power. She felt that union power applied to nationalized industrial monopolies resulted in poor service at exorbitant cost to the taxpayers. She pointed to inefficient work practices, overemployment and restrictive employment conditions such as the all union â€Å"closed shop†. These rules were dictated by union contracts and served to tie the hands of managers and the government alike. Mrs. Thatcher’s greatest grievance concerned the powers union leaders had over strikes ( Moskin 100). Margaret’s first targets were the closed shop, picketing practices, and the use of secondary strikes. During her first term in office, new legislation strengthened the power of individual union members against their leadership and provided for penalties imposed on unions that called illegal strikes. A law was enacted to compel unions to make strike decisions by secret ballot. The unions were getting very angry ( Moskin 100). The National Union of Mine Workers (NUM) had a strike thinking it would defeat the Tory government and Margaret Thatcher. The NUM wanted to promote more socialism in Britian with more nationalization of industry and more control of industry by labor. Because Mrs. Thatcher’s policies were exactly the opposite, his efforts were directed at toppling her Conservation administration.

Vocabulary

3 Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom Jeff G. Mehring Abstract This paper examines the theories behind vocabulary acquisition in second language learning in order to put these theories into practice in a class. Learning vocabulary is an ongoing process which requires systematic repetition to help students learn, especially low context vocabulary. Students can retain the vocabulary they find useful and relevant to their subject matter by learning vocabulary through context, cooperative learning, and using technology.Results from an action research project will be reported. Introduction Until recently vocabulary had been widely overlooked in the ESL/EFL classroom. Maiguashca (1993) stated that teaching or studying grammar is based on a set of rules with a coherent structure which students follow or remember, but the same is not true of vocabulary (p. 91). Within the last few years, vocabulary has become viewed as an important aspect in s econd language learning, in fact, many believe just as important as the main skills of reading, writing, listening, and speaking.Nation (as cited in Nation and Waring, 1997) explained, â€Å"Vocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, knowledge of the world enables the increase of vocabulary knowledge and language use and so on† (p. 6). This contextualized approach to learning vocabulary will help students increase their vocabulary though authentic interaction. In this paper, I will examine the theories behind vocabulary acquisition and some results when they were put into practice during my student teaching. Theoretical ConceptsBuilding vocabulary is extremely important for success in undergraduate or graduate studies. Nation and Waring (1997) reported that 5-year-old native English speakers beginning school will have a vocabulary of around 4,000 to 5,000 word families, adding roughly 1,000 word families a year until graduating from university with a vocabulary of around 20,000 word families (p. 7). Bauer and Nation (as cited in Nation and Waring) defined a word family as the base word, its inflected forms, and a small number of regular derived forms (p. 7).This means that students such as those in the English Foundations Program (EFP) at Hawai‘i Pacific University (HPU) have an enormous challenge ahead of them, considering that their previous schooling was in their L1, not English. If one uses Nation and Waring’s statement that native speakers have a vocabulary of around 20,000 word families at the time of university graduation, non-native speakers, before finishing EFP 1310, an advanced-level class in the EFP, and entering the undergraduate program, would have to increase their vocabulary from between 5,000 to 15,000 word families, depending on their previous English language studies.The good news is that according to Jamieson (as cited in Nation and Waring), once ESL students ent er a school where English is the primary language, their vocabulary grows at the same rate as native speakers, around 1,000 word families a year; however, the initial gap never closes (p. 7). Understanding where ESL students are starting from will help in providing the vocabulary needed in order for them to improve and catch up. Learning vocabulary is an ongoing process that takes time and practice. Nakata (2006) acknowledged that vocabulary acquisition requires continual repetition in order for effective vocabulary learning (p. 9). Vocabulary acquisition is not something a student can spend time learning or memorizing, like grammar, and be successful. Acquisition requires the learner to be disciplined, spending time each day working on words he/she does not know in order for 4 learners to remember high frequency words and put them into their long term memory, Nation and Waring stated that learners need to encounter the word multiple times in authentic speaking, reading, and writing context at the student’s appropriate level (p. 8).Developing lessons which allow the student to encounter new words multiple times, allowing them to put the new words into his/her long term memory can be time consuming. Developing word lists from the context of the lesson can reduce the work load, enabling the student to encounter the word multiple times through reading, listening, and speaking. Learning new vocabulary through context also helps the student understand the word’s correct usage and prevents students from making sentences from dictionary definition such as, There is a large cleavage between the rich and poor in America.Learning new words from a word list is much different from learning them in the context of a sentence or story. Yongqi Gu (2003) stated that learning new words through context is only one step students may use, and that students should think meta-cognitively and learn new words within the context of where they appear. (p. 14). To help the student learn the important words from the context of a lesson a teacher needs to focus on low context words, which necessitates a second distinction: high frequency and low frequency words.Nation (2005) defined high frequency words as words that occur quite frequently in the language, such as the, a, man, and woman. High frequency words occur so regularly in daily conversation that if students understand these words, they are able to write and speak in comprehensible English. Low frequency words, as described by Nation, are words that deal more with academic studies, words that appear throughout all academic texts and courses, but not very often in day to day speech, such as formulate, index, and modify (p. 48).This helps ease the burden a teacher has when trying to understand what words students understand; however, low frequency words are the more difficult aspect for teachers to teach and learners to understand. Creating vocabulary lists from the students’ textbooks and p resenting these words through context in the lesson should help them to retain and use the new vocabulary. It will also carry through that students learn vocabulary better when they find the items to be useful and are able to put the new words into use more often while they study.Vocabulary, like other aspects of language learning, can be facilitated when done through cooperative learning. Yongqi Gu (2003) pointed out that vocabulary acquisition is a very learner-centered activity with the effectiveness of the learner’s strategies depending on his/her attitude and motivation towards new vocabulary acquisition (p. 2). This is true because the main motivational learning factor must come from the student, but when learning vocabulary in a cooperative learning environment it allows students to learn from peers closest to them.Murphey and Arao (2001) pointed out that students felt more relaxed and learned more from peers since they saw that making mistakes is acceptable, having go als is good, and learning English can be fun (p. 2). So, even though vocabulary acquisition is a learner-centered activity in regards to studying and being disciplined to set goals, when done in collaboration with peers students may enjoy the activity more, learning more vocabulary in the end.Understanding that vocabulary learning is an ongoing process, that learning new vocabulary through context, and learning new vocabulary can be done cooperatively are what guided the classroom practices below. Vocabulary Development in Classroom Practices Context The course in which vocabulary development in line with the above theoretical concepts was implemented was EFP 1310 College Listening Skills, an advanced course in listening and note-taking. It stressed comprehension of classroom discussions and lectures, as well as a variety of other media presentations.The class was taught by two instructors: Dr. Hanh Nguyen as the lead teacher and myself as a student teacher. Together we worked to de velop the students’ vocabulary in class. In this class there were 5 eighteen students, eleven females and seven males. Of the eleven females, seven were Taiwanese, one Belarusian, one Japanese, one Chinese, and one Indonesian. Of the seven males, three were Korean, two Japanese, one Taiwanese, and one Serbian. One male student was repeating this class for the second time.For two of the males and three of the females, this was their first English language class at a university. The average number of years spent studying English in the student’s home country was 6. 2 years and in the US, just over one month. explained that Test Your Word Level is adapted for the web from Paul Nation and Batia Laufer's word levels tests, developed for learners with vocabularies of different sizes and types, with the 1,000 to 10,000 most frequent English words (p. 2). At the 1,000 word level, the items are multiplechoice and based on either pictures or short sentences.Learners check their answers and move on to a second test at a higher level, (80% or higher to move up), or moved down to a lower level, depending on their score. Assessing the student’s vocabulary level in the beginning of the semester was needed to set a starting point. It also helped students understand where they were and where they needed to go in order to do well in undergraduate studies. All of the students assessed in the EFP 1310 class scored in the 2,000 level except three students who were assessed at the 3,000 level.This means that their vocabulary level was between 2,000 and 5,000 word families, whereas their native-speaking counterparts would have around 15,000 word families. The second activity required students to learn three new words each week. The first time this class was taught each week students were required to write three new words in a journal along with a definition for each word and three example sentences using the word in context. They could pick these words from thre e sources: the next level up from the website where they had their level assessed, words from their textbook, and words from the AWL provided by the teacher.The website informed the students at what level they were assessed; then the students picked words from the level above that, studied them, and hopefully did better on the exam at the end of the semester. For example, students who were assessed at the 2,000 level would then study words from the 3,000 level to improve their vocabulary. If they did not want to do this, they could choose vocabulary words from the new vocabulary section listed at the beginning of each chapter of the textbook.Their last choice, if they did not wish to do the other two, was the AWL provided by the teachers. This list was prepared by examining the lectures in the text- Vocabulary Development Activities As mentioned earlier, Nation and Waring stated that learners need to encounter a word numerous times in order to use it properly. Building vocabulary is an ongoing process, and I believe good progress was made during the semester. The biggest obstacles encountered were the limited time and the number of words students had to learn in order to be well-prepared for undergraduate studies.Students now understood the importance of a large vocabulary and the amount of work they needed to put forth in obtaining it. In order to build the students’ vocabulary, and help close the vocabulary gap as much as possible, we carried out the following steps: (a) Students assessed their present vocabulary level, a starting point had to be determined so progresses could be assessed, (b) students learned three new words each week, getting the students motivated and changing their attitude on learning vocabulary, (c) the teachers created an academic word list (AWL) xtracted from the lectures and the textbook, developing vocabulary that the students would learn in the context of the lectures and use in the class discussions that followed, and (d) the students assessed their vocabulary at the end of the semester to see if they made any progress. To see their progress would motivate the students to continue the learning process. To begin with, the students needed to assess their present vocabulary level. To do this, students visited http://www. lextutor. a and took a vocabulary test to determine their present level. Sevier (2004) 6 book, pulling out the academic words, and putting them on a piece of paper to be given to the students. Some of the words on this list were the same as the words from the new vocabulary section of the textbook. Getting the students to learn three new words each week posed the most difficult task. Students did not have these lists checked every week, but at the mid-term and final exams, so a few students quickly created these books just before this time period.At first it was planned to have each student post his/her three new words on WebCT so they could be checked more regularly and other classmate s could learn from other student’s words. After this plan was put to a vote in class, the students decided to place their vocabulary words in a notebook and turn the notebook in before the mid-term and final exams. Learning from mistakes, we feel that it would have been better to check their vocabulary notebooks weekly, or have students post their new words on WebCT to help them acquire more low-context vocabulary, thus creating an even better activity for the class.To overcome these weaknesses, when I had the opportunity to teach the class again in the following semester (now as the sole teacher), students were required to post their three new words on WebCT instead of in a journal. They could choose the words from the same areas described above, but each week instead of writing them in a journal they needed to post them on WebCT for the teacher and classmates to see. The first reason was because the previous semester some students did not keep their journal regularly, only making the journal the day before it was due.The second reason was so classmates could learn from each other, near peer role modeling, and the teacher could use the words students were posting as part of the vocabulary section of the test. Students seemed to have taken a stronger interest in learning new vocabulary by transferring words they need to learn into a vocabulary journal or flash cards to help them study. Whether this process is successful or not will be seen at the end of the semester when the students take the vocabulary exam again to see their progress. The third activity was to provide lists of words for the AWL that appeared in the lectures in the textbook.Since EFP 1310 is an advanced course in the EFP program, and after this course most students enter undergraduate studies, the AWL is the appropriate list for this class. If it were a lower level class, lower levels of vocabulary would have been used. By pulling out the contextualized vocabulary from each lesson, we were hoping not only to increase the student’s vocabulary but also make the lectures more comprehensible. I helped with scanning and running each lecture through â€Å"RANGE† a software program developed by Nation (2005).This program allowed me to create a contextualized AWL specifically for our class, focusing on the vocabulary from the given lectures. Nation and Waring (1997) developed three levels of vocabulary lists: level 1 is the first 1,000 word families, level 2 is the second 1,000 word families, and level 3 is the university word list (UWL) or AWL (p. 14). RANGE is used to create word lists based on frequency and is useful for seeing what low frequency words are contained in a paper, technical information note, or a text aimed at foreign readers.It creates three ready-made base lists. Figure 1 shows an example of a lecture that was run through RANGE. The first includes the most frequent 1,000 words of English. The second includes the next 1,000 most frequent w ords, and the third includes words not in the first 2,000 words of English but which are frequent in upper secondary school and university texts from a wide range of subjects. All three base lists include the base forms of words and derived forms; thus, the first 1,000 words consist of around 4,000 forms or types. 7 Figure 1.An example of RANGE analysis output (see the Appendix for the sample text of this analysis) Tables Table 1 Three Base Lists Created from RANGE Software Program Types found in base list one Type a all also and bank business employees Range 1 1 1 1 1 1 1 Freq 9 2 1 3 2 13 2 F1 9 2 1 3 2 13 2 Types found in base list two Type competition critical hurt lot rush Range 1 1 1 1 1 Freq 1 1 1 3 1 F1 1 1 1 3 1 Types found in base list three Type affect community factors financing investigate obtain project range require Range 1 1 1 1 1 1 1 1 1 Freq 3 2 2 1 1 1 1 1 1 F1 3 2 2 1 1 1 1 1 11 After scanning each lecture and running it through the program, we pulled out only th e level 3 words, the AWL, and put them into a word document. Before each lecture, the teacher printed out the appropriate AWL and gave it to the students to prepare them for the lecture. This practice was inspired by the notion that new words are best learned in context, or as Sternberg claimed, â€Å"Vocabulary using context is the most effective, or even a relatively effective, way of teaching that vocabulary† (p. 89).Since students had the chance to study and understand the vocabulary before listening to the lecture, we aimed to help them to concentrate on the content of the lecture and hear the vocabulary being used in context. Extracting the high context vocabulary from the lectures was a great way to focus on the content words from the lessons so students would be using them regularly in class, hopefully committing them to long term memory. It also saved the teachers a lot of time by not having to read the lectures and pull the vocabulary out. This allowed more time to focus on presentation of the lessons and vocabulary.The final activity took place at the end of the semester when students revisited the website, http://www. lextutor. ca, and had their vocabulary assessed a second time to see if it had grown. All of the students scored at the same level from the beginning of the semester, except one student who scored higher. The use of the same exam at the end of the semester gave validity to their scores since the level of the test did not change. Even though most students scored at the same level in the end, I do not believe that the vocabulary learning activities done in class failed.One level contains roughly 4,000 word forms and types, so a student may have tested into the lower end of level 2,000 at the beginning of the semester, and tested at the same level but toward the higher end at the completion of the semester. Since the test does not show this in more detail, it is difficult to know if the students have or have not made some progress . Conclusion Vocabulary acquisition has become an extremely important part of second language acquisition, and teachers cannot rely on students acquiring the needed vocabulary just through interaction with the language.I always understood that vocabulary was important in second language learning, but understanding what words to teach and in what manner have helped me to better plan my lessons so students can acquire the necessary vocabulary. Students need to be taught vocabulary in context so that they can retain the words and use them more frequently. Learning how the computer can help to develop word lists from the student’s textbooks has enabled me to focus on the words that were necessary in each lesson. Allowing the students to use the new vocabulary during the course of the lesson should help them retain it in their long term memories.Using a computer program to assess the student’s present vocabulary level also helped me to see what words needed to be taught to help students progress or catch up. In the end, however vocabulary is presented to the students, like all materials, it must be in appropriate situations, giving them the chance to use the vocabulary and build upon their language repertoire. 9 References Cobb, T. (1999). The compleat lexical tutor (Version 4. 5) [Computer software]. University of Quebec at Montreal. Maiguashca, R. U. (1993). Teaching and learning vocabulary in a second language: Past, present and future directions.The Canadian Modern Language Review, 50(1), 83-100. Murphey, T. , & Arao, H. (2001). Reported belief changes through near peer role modeling. TESL-EJ, 5(3). Retrieved June 1, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej19/a1. html Nakata, T. (2006). Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the low-first method derived from the reactivation theory. The JALT CALL Journal, 2(2), 3-18. Nation, P. , & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds. , Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge, UK: Cambridge University Press. Retrieved March 3, 2006, from http:// www1. harenet. ne. jp/~waring/papers/ cup. html Nation, P. (2005). Range and frequency instructions [Computer software]. Retrieved March 3, 2006, from http://www. vuw. ac. nz/lals/staff/paul -nation/nation. aspx Nation, P. (2005). Teaching vocabulary. Asian EFL Journal, 7(3), 47-54. Sevier, M. (2004). The compleat lexical tutor, v. 4. TESL-EJ, 8(3). Retrieved May 26, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej31/m2. tml Sternberg, R. J. (1987). Most vocabulary is learned from content. In M. G. McKeown & M. E. Curtis (Eds. ), The nature of vocabulary acquisition (pp. 89105). Hillsdale, NJ: Lawrence Erlbaum. Yongqi Gu, P. (2003). Vocabulary learning in second language: Person, task, context and strategies. TESL-EJ, 7(2). Retrieved October 3, 2006, from http://www-writing. berkeley. e du/ TESL-EJ/ej26/a4. html 10 Appendix Sample text for RANGE analysis example Starting Your Own Business When starting your own business, it is important that you put a lot of thought into what you are going to do. 0-85% of all business will fail, so the first point is to start with something you know well. Study what the kind of store you want to open. If it is a retail store, then look around. Do you see someone else selling what you plan to sell? How many possible competitors do you see? The next step to plan: There are two reasons for business planning. One is that it makes the entrepreneur investigate where he will open his business and what factors could affect his business. Second, a business plan will also help the entrepreneur obtain financing from a bank.All banks will require a business to make sure enough thought and planning have gone into the project before the banks gives any money. Looking at the first point: By looking at your possible market from a business personâ €™s point of view, you may look with a more critical eye. You don’t want to rush into something where you could lose a lot of money. Possible factors that could affect your business range from employees, to possible growth of the community, to your competition.If there are not a lot of people living around your business, where will your employees come from? Is the community going to grow where you plan to open your business or is it shrinking? If it is shrinking will that hurt your business? The second point is more for the bank. They like to see that you have thought through many of the possibilities that could affect your business. They want to see that you know what your expenses will be, how well you know your product, and how much money you think you can make selling your product. (Prepared by Jeff G. Mehring, 2005)

Spare the Rod, Spoil the Child The Debate on Corporal...

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