The Importance of Morphemic Analysis in English Learning Essay Example

The Importance of Morphemic Analysis in English Learning Paper Morpheme From Wikipedia, the free encyclopedia Jump to: navigation, search In linguistics, a morpheme is the smallest component of a word, or other linguistic unit, that has semantic meaning. The term is used as part of the branch of linguistics known as morphology (linguistics). A morpheme is composed by phoneme(s) (the smallest linguistically distinctive units of sound) in spoken language, and by grapheme(s) (the smallest units of written language) in written language. The concept of word and morpheme are different: a morpheme may or may not stand alone. One or several morphemes compose a word. A morpheme is free if it can stand alone (ex: lie, cake), or bound if it is used exclusively alongside a free morpheme (ex: im in impossible). Its actual phonetic representation is the morph, with the different morphs (in-, im-) representing the same morpheme being grouped as its allomorphs. English example: The word unbreakable has three morphemes: un-, a bound morpheme; break, a free morpheme; and -able, a bound morpheme. un- is also a prefix, -able is a suffix. Both un- and -able are affixes. The morpheme plural-s has the morph -s, /s/, in cats (/k? ts/), but -es, /? z/, in dishes (/d z/), and even the voiced -s, /z/, in dogs (/d z/). -s. These are allomorphs. Whether or not a word is divided on all available morphemes is debatable. Some morphologists decompose the words completely as it was formed etymologically while others only decompose what there is evidence to decompose in the modern use of the word. We will write a custom essay sample on The Importance of Morphemic Analysis in English Learning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Importance of Morphemic Analysis in English Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Importance of Morphemic Analysis in English Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The word governmental has either three morphemes: govern, a free morpheme: ment, a bound morpheme; and -al, a bound morpheme. Or, depending on the syntactic framework, it has two morphemes: government and -al. The word predict has either two morphemes: pre- a bound morpheme, and dict a bound morpheme, or one morpheme: predict a free morpheme. |Contents | |[hide] | |1 Types of morphemes | |1. Other variants | |2 Morphological analysis | |3 Changing definitions of Morpheme | |4 See also | |5 References | |6 External links | Types of morphemes †¢ Free morphemes, like town and dog, can appear with other lexemes (as in town hall or dog house) or they can stand alone, i. . , free. †¢ Bound morphemes like un- appear only together with other morphemes to form a lexeme. Bound morphemes in general tend to be prefixes and suffixes. Unproductive, non-affix morphemes that exist only in bound form are known as cranberry morphemes, from the cran in that very word. †¢ Derivational morphemes can be added to a word to create (derive) another word: the addition of -ness to happy, for example, to give happiness. They carry semantic information. Inflectional morphemes modify a words tense, number, aspect, and so on, without deriving a new word or a word in a new grammatical category (as in the dog morpheme if written with the plural marker morpheme -s becomes dogs). They carry grammatical information. †¢ Allomorphs are variants of a morpheme, e. g. , the plural marker in English is sometimes realized as /-z/, /-s/ or /-? z/ Other variants †¢ Null morpheme †¢ Root morpheme †¢ Word stem Morphological analysis In natural language processing for Japanese, Chinese and other languages, morphological analysis is a process of segmenting a given sentence into a row of morphemes. It is closely related to Part-of-speech tagging, but word segmentation is required for these languages because word boundaries are not indicated by blank spaces. Famous Japanese morphological analysers include Juman, ChaSen and Mecab. Changing definitions of Morpheme In gennerative grammar the definition of a morpheme depends heavily on whether syntactic trees have morphemes as leafs or features as leafs. †¢ Direct surface to syntax mapping LFG – leafs are words †¢ Direct syntax to semantics mapping Leafs in syntactic trees spell out morphemes: Distributed morphology – leafs are morphemes o Branches in syntactic trees spell out morphemes:Radical Minimalism and Nanosyntax -leafs are nano morpho-syntactic features Given the definition of morpheme as the smallest meaningful unit Nanosyntax aims to account for idioms where it is often an entire syntactic tree which contributes the smallest meaningful unit. An example idiom is Dont let the cat out of the bag where the idiom is composed of let the cat out of the bag and that might be considered a semantic morpheme, which is composed of many syntactic morphemes. Other cases where the smallest meaningfull unit is larger than a word include some collocations such as in view of and business intelligence where the words together have a specific meaning. The definition of morphemes also play a significant role in the interfaces of generative grammar in the following theoretical constructs; †¢ Event semantics The idea that each productive morpheme must have a compositional semantic meaning (a denotation), and if the meaning is there, there must be a morpheme (null or overt). Spell-out The interface where syntactic/semantic structures are spelled-out using words or morphemes with phonological content. This can also be thought of as lexical insertion into the syntactics See also |[pic] |Look up morpheme in Wiktionary, the free dictionary. | Linguistics †¢ International Phonetic Alphabet †¢ Hybrid word †¢ Alternation (linguistics) †¢ Theoretical linguistics †¢ Marker (linguistics) †¢ Morphological parsing Lexicology †¢ Greek morphemes †¢ Lexeme †¢ Morphophonology †¢ Chereme †¢ Grapheme †¢ Phoneme †¢ Sememe †¢ Floating tone References †¢ Spencer, Andrew (1992). Morphological Theory. Oxford: Blackwell. External links Glossary of Reading Terms †¢ Comprehensive and searchable morpheme reference †¢ Linguistics 001 — Lecture 7 — Morphology by Prof. Mark Lieberman †¢ Morphemes — A New Threat to Society: A humorous look at morphemes. Accurate, but purposely confuses morphemes with narcotics (i. e. , morphine). †¢ Morpheme Study Aid †¢ Pronunciation of the word morpheme Retrieved from http://en. wikipedia. org/wiki/Morpheme Categories: Units of linguistic morphology | Greek loanwords Personal tools †¢ Log in / create account Namespaces †¢ Article †¢ Discussion Variants Views †¢ Read †¢ View source †¢ View history Actions Search [pic] [pic][pic] Navigation †¢ Main page †¢ Contents †¢ Featured content †¢ Current events †¢ Random article †¢ Donate to Wikipedia Interaction †¢ Help †¢ About Wikipedia †¢ Community portal †¢ Recent changes †¢ Contact Wikipedia Toolbox †¢ What links here †¢ Related changes †¢ Upload file †¢ Special pages †¢ Permanent link †¢ Cite this page Print/export †¢ Create a book †¢ Download as PDF †¢ Printable version Languages †¢ Afrikaans †¢ †¢ Brezhoneg †¢ †¢ Catala †¢ †¢ Cesky †¢ Cymraeg †¢ Dansk †¢ Deutsch †¢ Eesti †¢ †¢ Espanol †¢ Esperanto †¢ †¢ Francais †¢ Frysk †¢ Gaeilge †¢ Galego †¢ †¢ †¢ Hornjoserbsce †¢ Hrvatski †¢ Ido †¢ Bahasa Indonesia Interlingua †¢ Islenska †¢ Italiano †¢ †¢ †¢ Kiswahili †¢ Kurdi †¢ Limburgs †¢ Magyar â € ¢ Nederlands †¢ †¢ ? 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These skills are in the areas of phonemic awareness,| |phonics, fluency in reading text, vocabulary, and reading comprehension. The development of these skills is critical to | |getting off to a good start in reading, and we can begin to assess them as early as kindergarten. Students who lag behind in| |the development of these skills in early elementary school are in danger of not being able to read at grade level by third | |grade. |Types of Assessment | |Assessment is the process of collecting data for the purposes of specifying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. |Layers of Instruction | |Assessment is the process of collecting data for the purposes of speci fying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. | Elements of Effective Instruction [pic] High quality reading instruction incorporates the five components of reading delivered through a coherent instructional design. Research has repeatedly demonstrated the importance of initial instruction that includes the five critical components of reading: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. To be most effective, the five critical components need to be taught explicitly within classrooms that are strongly positive and engaging, use writing activities to support literacy, and provide students with many opportunities to read interesting text and complete authentic reading and writing assignments. Teachers typically follow a core reading curriculum to guide instruction in whole and small group settings. Small group instruction should be individualized to reflect the instructional needs of the students. Individual student needs are determined by formal screening and progress monitoring assessments, classroom assessments, and teacher observations. The goal is to use information from multiple sources to group students in a way that makes instruction in critical reading skills most efficient. For more information on the content and sequence for delivery of these please see Components of Reading. How to Differentiate Instruction [pic] What is Differentiated Instruction? Differentiated Instruction is matching instruction to meet the needs of individual learners. The teacher forms small, flexible teacher–led instructional groups based on student data and observations. The teacher groups students with similar instructional needs, limiting the size of the group based on the intensity of instruction needed. The focus and format of reading skills instruction varies with the skill level of the students. How often and how long the teacher meets with each small group varies depending on student needs. Students who are more at risk will need to meet more frequently and for longer periods. This small group targeted skill instruction supplements and reinforces high quality and consistent initial reading instruction. When is Differentiated Instruction Implemented? Differentiated Instruction is implemented during the 90+ minute reading block. Whole group instruction is provided using the core reading curriculum as a guide, and is usually followed by small group reading centers to develop reading skills both cooperatively and independently. During the reading center time, the classroom teacher meets with small groups to provide systematic and explicit instruction in identified reading skill areas. How is Differentiated Instruction Implemented in the Classroom? Differentiated Instruction is implemented in the teacher-led group. The teacher forms small, flexible groups based on student data and observations. Students and classes vary from one another in many important ways. For that reason, there is no one correct way to place students into small groups for instruction. The suggested number of students per group is 1-4 for struggling readers (intensive and strategic) and 5-8 for those students on grade level for reading. The smaller group size is needed for struggling readers because it allows the teacher more opportunity to individualize reading instruction. The classroom is then organized based on how frequently the teacher needs to meet with each group per week (e. g. , group meets daily, group meets 3 times per week) and the number of minutes per day (e. g. , 10 minutes, 20 minutes, 30 minutes).

Cooperative Learning Sample Lesson

Cooperative Learning Sample Lesson Cooperative learning is a great technique to implement into your curriculum. As you begin to think about and design this strategy to fit into your teaching, consider using the following tips. Present the material first, cooperative learning comes after students are taught.Choose your strategy and explain how it works to the students. For this sample lesson, students will be using the jigsaw strategy.Assess students individually. Although students will work together as a team they will also be working individually to complete a specific task. Here is a cooperative learning sample lesson using the the Jigsaw method. Choosing Groups First, you must choose your cooperative learning groups. An informal group will take about one class period or the equivalent to one lesson plan period. A formal group can last from several days to several weeks. Presenting the Content Students will be asked to read a chapter in their social studies books about the first nations of North America. Afterward, read the childrens book The Very First Americans by Cara Ashrose. This is a story about how the first Americans lived. It shows the students beautiful pictures of art, clothing, and other Native American artifacts. Then, show students a brief video about Native Americans. Teamwork Now its time to divide students into groups and use the jigsaw cooperative learning technique to research the First Americans. Divide students into groups, the number depends on how many subtopics you want the students to research. For this lesson divide students into groups of five students. Each member of the group is given a different assignment. For example, one member will be responsible for researching the First American customs; while another member will be in charge of learning about the culture; another member is responsible for understanding the geography of where they lived; another must research the economics (laws, values); and   the last member is responsible for studying the climate and how the first American got food, etc. Once students have their assignment they can go off on their own to research it by any means necessary. Each member of the jigsaw group will meet with another member from another group that is researching their exact topic.For example, students that researching the First Americans culture would meet regularly to discuss information, and share information on their topic. They are essentially the expert on their particular topic. Once students have completed their research on their topic they return to their original jigsaw cooperative learning group. Then each expert will now teach the rest of their group everything that they learned. For example, the customs expert would teach members about the customs, the geography expert would teach members about the geography, and so on. Each member listens carefully and takes notes on what each expert in their groups discusses. Presentation: Groups can then give a brief presentation to the class on the key features that they learned on their particular topic. Assessment Upon completion, students are given a test on their subtopic as well as on the key features of the other topics that they learned in their jigsaw groups. Students will be tested on the First Americans culture, customs, geography, economics, and climate/food. Looking for more information about cooperative learning? Here is the official definition, group management tips and techniques, and effective learning strategies on how to monitor, assign and manage expectations.

10 requisitos para visa E2 de inversionistas para USA

10 requisitos para visa E2 de inversionistas para USA La visa E-2 permite a los empresarios extranjeros que invierten en Estados Unidos  y a sus familias vivir y trabajar legalmente en el paà ­s. El emprendedor o emprendedora y su cà ³nyuge podrn permanecer en Estados Unidos indefinidamente mientras se cumplan todos los requisitos de la visa. Los hijos del emprendedor podrn permanecer en los Estados Unidos con una visa derivada del estatus de inversionista de su padre o madre mientras permanezcan solteros y tengan menos de 21 aà ±os cumplidos. Los titulares de una visa E-2 podrà ­an incluso solicitar una  visa B-1 para los  empleados domà ©sticos que ya tienen en el paà ­s de origen y que quieren que les acompaà ±en a Estados Unidos, como por ejemplo nià ±eras de los hijos. Caracterà ­sticas y requisitos de la visa E2 para inversionista en Estados Unidos Si est  interesado en vivir en Estados Unidos y tiene dinero para invertir una cantidad moderada y habilidades para gestionar un negocio, la E2 puede ser la visa adecuada. Antes de comenzar el proceso conviene saber las caracterà ­sticas bsicas y requisitos de la visa: 1. Es una visa no inmigrante. Esto quiere decir que debe ser renovada perià ³dicamente y que no es una tarjeta de residencia  (tambià ©n conocida como greencard). La visa E2 tampoco ofrece un camino directo hacia la residencia legal permanente ni la ciudadanà ­a americana. 2. Se trata de convertirse en propietario de un negocio. El negocio se puede crear partiendo de cero o tambià ©n es posible comprar un negocio ya existente. Incluso es posible utilizar estas visas para enviar a trabajar a empleados de una empresa a una subsidiaria de la misma en Estados Unidos. Lo que no se permite es aplicar por la E-2 para gestionar un negocio que se ha heredado en Estados Unidos. El negocio sà ­ puede ser una franquicia. Estas son las consideras como las 10 mejores franquicias en el paà ­s. 3. El negocio debe ser real y activo. Debe producir un bien o un servicio. Adems, debe contar con todos los permisos y licencias necesarios para operar. No puede tratarse de una organizacià ³n sin fines de lucro. Estos son 21 ejemplos de negocios reales  creados por inversionistas con visa E-2. Y para darle forma jurà ­dica, estos son los 10 tipos de empresas que existen en Estados Unidos. En este punto es muy importante entender que una inversià ³n inmobiliaria por sà ­ misma no es suficiente para poder solicitar u obtener la visa E-2. Es necesario que se trate de un negocio inmobiliario. 4. Tamaà ±o del negocio. La ley guarda silencio en este punto y no exige un tamaà ±o mà ­nimo. Sin embargo, sà ­ es estrictamente necesario que genere beneficios que van ms all de meramente cubrir los gastos y necesidades del inversor y su familia. Es ms, se pide que se produzca lo que se denomina una contribucià ³n importante a la economà ­a. Este requisito se suele considerar como cumplido cuando el negocio genera empleo contratando a ciudadanos americanos. En la presentacià ³n de la documentacià ³n para solicitar la visa habr que presentar un plan de negocio a cinco aà ±os en el que se contemple el nà ºmero de puestos de trabajo que se van a crear. Por lo tanto, es muy importante que la empresa sea exitosa. Por ello conviene conocer cules son los estados en los que es ms fcil hacer negocios  y cules son los ms dificultosos. 5. Cantidad a invertir. La ley no establece una cantidad mà ­nima pero habla de que tiene que ser substancial, que puede variar segà ºn el tipo de negocio. Infà ³rmese sobre el significado de este requisito de cantidad. 6. Paà ­ses de los que debe ser nacional el inversor. Estos son los paà ­ses de habla hispana cuyos nacionales pueden aplicar a esta visa: Argentina, Bolivia, Chile, Colombia, Costa Rica, Ecuador, Espaà ±a, Honduras, Mà ©xico, Panam y Paraguay. Puede tambià ©n  verificar el listado de todos los paà ­ses, cà ³mo afecta la doble nacionalidad y obtener ms informacià ³n sobre el monto de la inversià ³n. 7.  Origen del dinero de la inversià ³n. Obviamente, debe ser legal. Adems, debe pertenecer al inversionista (ahorros, herencias, inversiones) o incluso pueden llegar a admitirse prà ©stamos. 8. Familia del inversionista. El esposo, la esposa y los hijos menores de 21 aà ±os de los inversionistas pueden contar con una visa derivada para vivir en Estados Unidos. El cà ³nyuge podr solicitar, una vez en Estados Unidos, un permiso de trabajo que le permitir trabajar para otra empresa, para la de su pareja o incluso crear su propio negocio. Los hijos solo podrn gozar de esta visa hasta los 21 aà ±os, a partir de esa edad tendrn que salir del paà ­s o contar con otro visado que les permita permanecer en Estados Unidos. Por su edad probablemente estn en edad escolar. Es muy importante familiarizarse con el sistema educativo cuanto antes. 9. Es una visa posible pero complicada. Es altamente recomendable contactar con un bufete de abogados especialistas en este tipo de casos antes de hacer cualquier inversià ³n en Estados Unidos con intencià ³n de conseguir esta visa. El abogado debe, como mà ­nimo, ofrecer servicio de anlisis del negocio y si puede calificar para obtener la aprobacià ³n de las autoridades de inmigracià ³n. Tambià ©n debe completar toda la documentacià ³n, colaborar en la preparacià ³n de la entrevista que se va a llevar a cabo en el consulado correspondiente, y resolver todas las dudas del potencial inversor referentes a inmigracià ³n. El abogado debe ser el punto de contacto con las oficinas del gobierno para resolver los problemas que puedan surgir durante el proceso. Si es posible, el interesado debe contactar a ms de un profesional y comparar servicios y reputacià ³n en esta clase de casos, que son muy especà ­ficos. 10. Diferencias con la visa EB-5.  Ambas son visas para inversionistas, pero la E-2 es de no inmigrante mientras que la EB-5 da derecho a obtener una tarjeta de residencia. Adems, hay una gran diferencia en los requisitos de la cantidad de inversià ³n entre una y otra. A tener en cuenta: otras opciones de visa y de paà ­ses Una visa similar pero diferente es la E-1 para comerciantes bajo tratado. Est pensada para los negocios de importacià ³n/exportacià ³n. En los casos en los que ni la E-1 ni la E-2 son una opcià ³n, usted puede considerar estos  8 posibles caminos para obtener una visa y crear una empresa en Estados Unidos. Adems, si est dispuesto a emigrar a un paà ­s que no sea Estados Unidos, tambià ©n  conviene que se familiarice con los programas de estos 20 paà ­ses en los que es posible obtener la ciudadanà ­a (pasaporte) o  la residencia por inversià ³n. Si finalmente la decisià ³n es Estados Unidos, es importante que se familiarice cuando antes con aspectos legales, migratorios y econà ³micos del paà ­s. El  conocimiento a tiempo har la vida ms fcil y fluida. Si el inversor se decide a solicitar la visa, una vez que llenar la peticià ³n puede verificar por su estatus por internet. Este es un artà ­culo informativo. No es asesorà ­a legal.

Creatively and play with in early year curriculm Essay

Creatively and play with in early year curriculm - Essay Example Since children are naturally creative, there are also many ways to integrate creativity development in such key learning area. This paper will analyze how creativity can be harnessed in communication, language and literacy activities in the foundation stage. Defining Creativity According to the Reggio Emilia approach, Thornton (2005), states that creativity is essential to successful learning as it enables children to make connections between the different areas of learning which in turn extends their understanding (Rinaldi, 2006). Hood (2008) states that Creativity is a state of mind in which all of our intelligences are working together, he goes on to predict that it involves the basic senses within a human whereby seeing, thinking and generating ideas can be incorporated into any subject at school or in any aspect of life (Hood 2008). Therefore it is essential that children are regularly asked questions and given the opportunity to ask questions in order to further stimulate their creative learning thus increasing their self – esteem and confidence (Hood, 2008). Creativity is a quality which can have many advantages as it can be used within many aspects in the child’s later life (Cullingford, 2007). ... This implies that children need to have a variety of experiences to draw from when they develop ideas or when they try to associate one thought with another to come up with a new viewpoint. Developing Creativity in the Key Learning Area of Communication, Language and Literacy Loris Malaguzzi (1998) believes that â€Å"Creativity should not be considered a separate mental faculty but a characteristic of our way of thinking, knowing and making choices† (Malaguzzi, 1998, p.75). Children naturally express such creativity in their natural communication. Their communications may be expressed in various forms or â€Å"languages†Ã¢â‚¬â€œ in words, drawing, artwork, three-dimensional constructions, music and movement. Young children do not express their ideas in just one form but move naturally and easily between â€Å"languages†. They may vacillate from drawing, speaking, singing and moving (Fawcett & Hay, 2004). This is consistent with the key learning area of Communica tion, Language and Literacy development in the Early Years Foundation Stage. Children’s stories are valuable because they present so many benefits to a child’s development. Among the benefits is engaging them in creative imagination as they picture the story unfold in their minds. In practice, storytelling activities are made exciting for children that pupils look forward to story time. It is a time when they imagine wonderful things and then do something fun and creative after, to help them remember the story. Otto (2010) discusses that effective storybook reading techniques involve three parts namely pre-reading, reading and post-reading. These stages are equally important in the appreciation of a story. Before

Hidden Job Market Research Paper Example | Topics and Well Written Essays - 750 words

Hidden Job Market - Research Paper Example The strategies I have come up effective given that it is consistent with the â€Å"push†, â€Å"pull† and â€Å"maintain†. Push is a strategy that is job seekers use to reach out socially to other people who can help them acquire new skills that will ultimately give them employment opportunities (Levinson & Perry, 2011). With this strategy in mind, I intend to take part in voluntary activities that will give me an opportunity to acquire new skills and information. Employees look for skills and other attributes in graduates. Through volunteering in my areas of specialization, I am confident that I will acquire new skills through hands on approach. Another advantage of volunteering is equipping me with the necessary knowledge of my field through my interaction with other workers during the volunteering period. When others are seeking jobs when they lack the necessary skills, I am hopeful that volunteering will help me bridge my knowledge gap. Pull is another strategy that I intend to use in enabling myself to be visible before employers. In a scenario, where many people are competing for the attention of employers, developing an interest in employers is crucial (Bruce, 1993). With pull strategy, individuals make themselves visible by employing different strategies that make them attract employment. With more employers preferring to use social networks to look for employers, I believe that signing up with social websites like LinkedIn is paramount. Upon signing up with LinkedIn, I will create a profile that will list all my skills and qualification. I hope that this will enable employers view my details when they are searching for employees using keywords such as profession or experience. With more employers preferring to use sites as LinkedIn, I am confident that I will be able to catch the eyes of some employers looking for qualified graduates. Maintaining a network of friends and professionals is one of the best strategies that one can use

A Creative Society Helps the Development of a Country

A Creative Society Helps the Development of a Country Jonathan Alberto Hermenejildo Bello Suneeta Williams    Abstract The next pages focus on an investigation of how creativity can become a great tool, which helps the development the country with the creation of new things. The methodology that was used to carry out the research was through the collection of data of articles, documentaries, videos on YouTube, and dictionaries. Creativity needs to be cultivated in children between four and five years old at school to create efficient people by changing the model of education in the country. Moreover, with inclusion of creativity in the educational system can generate breakthroughs in the society of a country. This way can change the world and help to have a better society. Whats done to children, they will do to society. -Karl A. Menninger (2001) Creativity is the capacity to generate new interesting ideas. These ideas might be applied to real life, and this is called innovation. Also, creativity is another way of seeing things compared to other people. According to Ossola (2014) creativity is innate because each person thinks in different ways. Nowadays creativity is being lost and one of the most important reasons is that students do not have motivation to improve their capacity to think or develop imagination. The way students learn and what they need to learn is rapidly changing. The antiquated model of education used in Ecuador does not develop good creativity in students. Creativity needs to be cultivated in children between four and five years old at school to create efficient people by changing the model of education in the country. First, historically the Ecuadorian educational system was guided by republican governments and religion, specifically Catholicism. Ecuador is funding has given priority to invest resources in other areas as the construction of roads or other public works; neglecting thus the process education in the country. Vicente Rocafuerte founded schools and colleges in the country. The general direction of studies, which, although they provided guidelines to meet the requirement in Quito and Guayaquil were targeting other governments in Ecuador remained insufficient education for many years. (Eval, 2016) Kofi Annan said that Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family. As it has been creativity and innovation are important factors in developing countries and have to put special attention in the education as the way in which people can get more creativity and innovation and expand it. Every country has their own education system managed and directed by a government. A system education well managed and organized will have positive effects on teaching-learning of their students. For this reason is important to renew the educational model to develop creativity and imagination in students. Hence the Ecuadorian educational system has been progressing for many years. Second, society needs to stimulate creativity from an early age. According to Robinson (2012) we have to rethink the fundamental principles on which we are educating our children, because of early age they are developing their abilities. The Ecuadorian educational system needs to promote critical thinkers, innovators, and excellent citizens. The professor cannot just focus on theory in class. The educational model of Finland is leaving aside the memorization of concepts and emphasizes the development of curiosity, creativity and experimentation. To finish, people, matter of transmitting information is not the only important thing, where it is most important to learn to think. In a study UNICEF (2008), the range of ages where a person develops the capacity the capacity to reason and communicate is from four to six years of age. This period of time a child devoted all their energy and all their interest to learn and playing, which some of the activities necessary for the development of life. Where each person that is around him is responsible of his education principally the family, teachers and friends. Those people contribute to teaching that this child will develop and practice for their life. Third, the children have the need of exploring, know and act on the world that it surrounds and is starting from there build and develop their expertise. According Juscelina is the Director of Ananda Marga said that We are going to focus on their balance, boundaries, education and values. We involve the entire learning process; cognitive, intellectual, physical, and creative. (Zoomin TV World News, 2016) A child needs to make decisions and take action to control the environment that surrounds it. For this reason is important to stimulate the mind and body of the child from an early age. For instance the language of a child is poor and this is learning all the words that this listening around him. On the other hand, the movements of a child of six years are more complex than them from one of two. Therefore, Schools must take a more holistic approach to education and centering mindfulness as a component of instruction. Thus, the set of changes that experiences the child with the increa se of its age is called development, which helps him to future life. Another clear example is the Cedarsong Nature School in U.S. is defined as unstructured free time in nature resulting in an intimate, deep and personal connection to the natural world. (Kenny, 2011) This educational center focuses on children between two and six years age. The focus of this school is that children need to be outdoors to get stimulation of their brains through interacting with nature. That practical learning is the best educational approach for children. Also the teachers arouse the curiosity in the children, besides fomenting confidence in them. In times of crisis, only imagination is more important than knowledge. Albert Einstein said it because he knew that an idea might be more useful than a mathematical calculation or a chemical formula. Many characteristics of talent that a human being comes from a well-worked childhood where in areas such as art, music, sports and reading are part of parenting, as a mechanism to complement learning and understanding of exact sciences. I think we take for granted that we rely heavily on scientific creativity, whether we realize it or not, said Rex Jung (cited in Ossola), a professor of neurosurgery at the University of New Mexico in Albuquerque. Whether we use the advanced technology for to create new methods of communication and thus shorten distances. Also in the medical field as vaccines for any disease or simply facilitate the resolution of the problems of daily life, creativity and innovation is incredibly important to our quality of life, Jung said (cited in Ossola). Creativity is fundamental in the development of a country and social welfare of this. The capacity we have to change things and people through the creation of unimaginable things. While creativity is the meeting point between imagination and reality, the door to both our emotions and our knowledge; is a fundamental right of children and a human responsibility. Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting. Edward de Bono said. A good school does not only mean having the best grades or competing to be the best without assimilating what has been learned and without coherence between to teach and learning. For a good education you need to instruct the children on a path to love what they do. While a child is at ease with himself and his surroundings can build things that change the world towards comfort. Nowadays, education in Ecuador must development approach in the creativity of its infants. Children need principles that help them be reflective and interpret the information that teachers teach them. In addition to having knowledge in an area specifies for example, mathematical or physical, the professor must also have a preparation of as educate. Thus, that master also will have the tools necessary to mold of the best way to a student. These teachers will get the best potential of their directed and place them in the route of creativity and innovation. On the other hand, the family also has an important role in the development of creativity of sons. The parents can achieve it through the game where he proposes to the child is what experiment. It is to say to prove your potential to a problem to make you think that there are many ways to solve it and any solutions, is correct. Because this do not try to annoy child, but this tries that child travels for himself, his personal tastes and his character. So the child can motivate himself and learn as much as he wants without any limitation. So the child will be able to develop with the necessary tools to be able to face any difficulty that is presented around him. Specifically, the role of educators and parents is to be close, not wanting to eliminate their creativity in children. Also, understand that as much as children and adults, we are wrong. The mistakes the child makes will teach him not to repeat them again. In the other hand, if the child feels permanently criticized, this will generate insecurity in itself. All this will take the child to leave that use his imagining. Therefore, the child will not think that there are other ways to solve problems and he will agree what society dictates. I truly believe that everything that we do and everyone that we meet is put in our path for a purpose. According Marla Gibbs said There are no accidents; were all teachers if were willing to pay attention to the lessons we learn, trust our positive instincts and not be afraid to take risks or wait for some miracle to come knocking at our door. Finally, Ecuador cannot fail to recognize the role of the professors in education, since it is true that their role is changing in response to new demands of the knowledge society. It can be referred to an inspirational role. Furthermore, the role of government, which would be invested in the education of the country is pivotal. A good model of education helps to improve, prepare, develop virtues, and promote autonomy. The government needs to concern their effort in improving the quality of education and giving the necessary tools to children from an early age. Those people can develop things to improve not just the world, but also a tenacious society that is unafraid. Thus, those future thinkers will change their current situation in Ecuador with creativity and innovation. Works cited BrainyQuote, 2016 (2001) Marla Gibbs quotes. Available at: https://www.brainyquote.com/quotes/quotes/m/marlagibbs499846.html (Accessed: 12 December 2016). Childress, S. (2007) A Young Tinkerer builds a windmill, electrifying a nation. Available at: http://www.wsj.com/articles/SB119742696302722641 (Accessed: 20 November 2016). Education (2008) Available at: https://www.unicef.org/education/ (Accessed: 20 November 2016). Eval, N. (2016) Ecuador educational System-overview. Available at: http://education.stateuniversity.com/pages/400/Ecuador-EDUCATIONAL-SYSTEM-OVERVIEW.html (Accessed: 8 December 2016). Hamblin, J., Ossola, A., Brannen, P., Smith, E.E., Stern, J.E., Cooper, M., Graham, D.A., Prestowitz, C., Bodenner, C., Beinart, P., Gilbert, S., Green, E., Ajaka, N., Skurie, J. and Pollock, N. (2014) Scientists are more creative than you might imagine. Available at: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ (Accessed: 13 December 2016). Jaime (2012) The Finland phenomenon: El mejor Sistema Educativo del mundo. Available at: https://www.youtube.com/watch?v=c2JGeGNxlh4 (Accessed: 20 November 2016). Kenny, E. (2011) Cedarsong nature school. Available at: http://cedarsongnatureschool.org/forestkindergarten/forest-kindergarten/ (Accessed: 8 December 2016). In-text citations: Kelley, T., Bodenner, C., Fallows, J., Kitfield, J., Rosengren, J., McGill, A., Ossola, A., McAdams, D.P., Green, A., Mokyr, J., Goldberg, J., Bigelsen, J., Varjacques, L., Ajaka, N., Hamblin, J., Pollock, N. and Skurie, J. (2014) Scientists are more creative than you might imagine. Available at: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ (Accessed: 20 November 2016). Menninger, K.A. (2001) Karl A. Menninger quotes. Available at: https://www.brainyquote.com/quotes/authors/k/karl_a_menninger.html (Accessed: 20 November 2016). Thomson, S. (2016) World economic forum on Latin America 2016. Available at: https://www.weforum.org/events/world-economic-forum-on-latin-america-2016 (Accessed: 20 November 2016). Zoomin TV World News (2016) Zen preschool: Wellness parenting brazil style. Available at: https://www.youtube.com/watch?v=3-45C9kvv7A (Accessed: 8 December 2016).

Sonnys Blues

tells of seeing his brother play piano in a jazz club, and of sending up to his brother a drink—a mixture of Scotch whiskey and milk. As the story closes this unusual mixture sets atop Sonny’s piano â€Å"like the very cup of trembling. † Discuss how this drink serves as a symbolic conclusion to Baldwin’s story. How does it symbolize for the reader the resolution, or synthesis, of various tensions in the story? Indeed what are the main lines of tension, opposition, and division in â€Å"Sonny’s Blues†? At the end of the story, the narrator describes a glass sitting over Sonny’s piano as shaking â€Å"like the very cup of trembling† to highlight what a difficult and complicated position Sonny is in. This image is borrowed from the Bible, where the cup of trembling is used as a symbol to describe the suffering and fear that have plagued the people. The biblical passage promises a relief from that suffering, but Baldwin’s us e of the cup of trembling as a symbol is less overt. * Sonny’s drinking from the cup of trembling serves as a reminder of all the suffering he has endured, while also offering the chance for redemption and peace.As a musician, Sonny takes all his suffering and that of those around him and transforms it into something beautiful. * Like the figures from the Bible, Sonny is moving toward salvation, but his fate remains uncertain. Perhaps he will continue to suffer, suffering being the cost he has to pay for being a musician. There is something Christ like about Sonny’s pain, and suffering for Sonny is at once inevitable and redemptive * At the end of the story, it remains unclear whether he will continue to suffer in order to play his music or whether a greater peace and redemption awaits everyone involved.The fact that the glass is filled with scotch and milk only further highlights the tension and duality Sonny faces. SUFFERING QUOTE A great block of ice got settled in my belly and kept melting there slowly all day long, while I taught my classes algebra. It was a special kind of ice. . . . Sometimes it hardened and seemed to expand until I felt my guts were going to come spilling out or that I was going to choke or scream. (12)| People don't always outwardly express their anguish. The narrator's suffering is immense (it threatens to overpower him here), but he can't just fall apart.Perhaps his suffering is made even greater because this great, big block of ice just stays where it is. He can't get it out of his system. SUFFERING QUOTE â€Å"Tell me,† I said at last, â€Å"why does he want to die? He must want to die, he's killing himself, why does he want to die? † (38)| The narrator is making a desperate plea with this unanswerable question. He can't imagine anyone doing what Sonny has done to himself unless he no longer has the will to live. He just wants to know â€Å"why? †Ã‚   His suffering is as great as Sonny's here. SU FFERING QUOTEYou don't know how much I needed to hear from you. I wanted to write you many a time but I dug how much I must have hurt you and so I didn't write. But now I feel like a man who's been trying to climb out of some deep, real deep and funky hole and just saw the sun up there, outside. I got to get outside. (127)| Sonny suffers on multiple levels. He suffers from his drug addiction and from being stuck in jail. But he also suffers from the knowledge that he's hurt his family and that, because of this, he didn't dare reach out to them even when he needed to the most. Sonnys Blues tells of seeing his brother play piano in a jazz club, and of sending up to his brother a drink—a mixture of Scotch whiskey and milk. As the story closes this unusual mixture sets atop Sonny’s piano â€Å"like the very cup of trembling. † Discuss how this drink serves as a symbolic conclusion to Baldwin’s story. How does it symbolize for the reader the resolution, or synthesis, of various tensions in the story? Indeed what are the main lines of tension, opposition, and division in â€Å"Sonny’s Blues†? At the end of the story, the narrator describes a glass sitting over Sonny’s piano as shaking â€Å"like the very cup of trembling† to highlight what a difficult and complicated position Sonny is in. This image is borrowed from the Bible, where the cup of trembling is used as a symbol to describe the suffering and fear that have plagued the people. The biblical passage promises a relief from that suffering, but Baldwin’s us e of the cup of trembling as a symbol is less overt. * Sonny’s drinking from the cup of trembling serves as a reminder of all the suffering he has endured, while also offering the chance for redemption and peace.As a musician, Sonny takes all his suffering and that of those around him and transforms it into something beautiful. * Like the figures from the Bible, Sonny is moving toward salvation, but his fate remains uncertain. Perhaps he will continue to suffer, suffering being the cost he has to pay for being a musician. There is something Christ like about Sonny’s pain, and suffering for Sonny is at once inevitable and redemptive * At the end of the story, it remains unclear whether he will continue to suffer in order to play his music or whether a greater peace and redemption awaits everyone involved.The fact that the glass is filled with scotch and milk only further highlights the tension and duality Sonny faces. SUFFERING QUOTE A great block of ice got settled in my belly and kept melting there slowly all day long, while I taught my classes algebra. It was a special kind of ice. . . . Sometimes it hardened and seemed to expand until I felt my guts were going to come spilling out or that I was going to choke or scream. (12)| People don't always outwardly express their anguish. The narrator's suffering is immense (it threatens to overpower him here), but he can't just fall apart.Perhaps his suffering is made even greater because this great, big block of ice just stays where it is. He can't get it out of his system. SUFFERING QUOTE â€Å"Tell me,† I said at last, â€Å"why does he want to die? He must want to die, he's killing himself, why does he want to die? † (38)| The narrator is making a desperate plea with this unanswerable question. He can't imagine anyone doing what Sonny has done to himself unless he no longer has the will to live. He just wants to know â€Å"why? †Ã‚   His suffering is as great as Sonny's here. SU FFERING QUOTEYou don't know how much I needed to hear from you. I wanted to write you many a time but I dug how much I must have hurt you and so I didn't write. But now I feel like a man who's been trying to climb out of some deep, real deep and funky hole and just saw the sun up there, outside. I got to get outside. (127)| Sonny suffers on multiple levels. He suffers from his drug addiction and from being stuck in jail. But he also suffers from the knowledge that he's hurt his family and that, because of this, he didn't dare reach out to them even when he needed to the most.