A Small Scale Study on the Perspectives of Saudi Undergraduate Assignment

A Small Scale Study on the Perspectives of Saudi Undergraduate Students on the Use of Smartphones as a Motivational Learning Tool in Preparatory Year Language - Assignment Example he essential language of universal exchange, science and innovation and since Saudi Arabia is the world’s biggest oil delivering nation, English is seen as a fundamental piece of the human asset advancement plan of the Saudi government (Alseweed, 2009). Given the Saudi government’s responsibility to improving English language abilities in Saudi Arabia as prove by 6 years of necessary English at school and the inadmissible outcomes, a few examinations have been directed on distinguishing the explanations behind the unsuitable obtaining of English language among Saudi understudies and how to best rouse Saudi understudies for improved outcomes (Alsewee, 2009; Liton, 2012; Khan, 2011). Educated by grown-up learning speculations, this exploration proposes to examine the adequacy and proficiency of cell phone use in preliminary year language students in Saudi Arabia. Grown-up learning hypotheses educate that grown-up students are more intricate than youngsters students and th at as grown-ups, encounters along with fixed sentiments and observations teach that grown-ups are progressively agreeable to discovering that assesses their particular needs and premiums (Hough, 1984). Barrs (2011) considered the adapting needs and premiums of youthful grown-up understudies and the advances in versatile innovation and contended that cell phones specifically have a specific incentive as a language learning instrument for youthful college understudies. Generally, these understudies own and use cell phones normally. Additionally, youthful college understudies likewise depend on various cell phone applications for sharing and preparing data and approach this data through cell phones on a persistent level. Consequently cell phones can be utilized to channel the intrigue, understanding and innovative needs of youthful grown-up understudies as a... This examination will along these lines add to grown-up learning speculations and the investigation of the chance of cell phone advancements as a methods for upgrading Saudi Arabia preliminary year student’s procurement of a subsequent language. A subjective contextual investigation will be directed among male understudies in the preliminary year at a school in Saudi Arabia. A phenomenological approach will be taken in that understudies will be met as a methods for finding their encounters with inclining English and their mentalities toward cell phones as a learning apparatus and how this associates with their advantage and adapting needs. The point of this proposed research is to decide the degree to which the utilization of cell phones is a practical learning device for improving the language capability of preliminary year language understudies in Saudi Arabia. Since this exploration centers around a particular program in Saudi Arabia, it is a social marvel that is all the m ore properly researched utilizing a subjective contextual investigation. Since this examination is exploring an instructive program with the end goal of deciding if the utilization of cell phones can improve language capability and along these lines inspirational learning, an illustrative contextual investigation will be helpful for accomplishing this exploration objective. The illustrative contextual analysis will consider the assortment of rich and nitty gritty individual focused information, portraying singular points of view and sentiments and in this way educating whether cell phones are proper learning devices for youthful grown-up language students in Saudi Arabia’s preliminary language program.

hamlet and ophelia Essay Example For Students

villa and ophelia Essay Hamlet and OpheliaMelancholy, sadness, and franticness have plagued crafted by an extraordinary manyplaywrights, and Shakespeare isn't an exemption. The mechanicalregularities of such enthusiastic diseases as they are introduced withinHamlet, not just permit his crowd to feel for the tragicprince Hamlet, however to give the very complexities important inunderstanding the awfulness of his woman Ophelia also. It is the poorOphelia who endures at her sweethearts watchfulness on account of choices shewas committed to make in the interest of her powerless cultural position. Hamletprovides his own self-torment and falls casualty to depression andgrief, in any case, his franticness is faked. They each offer a commonconnection: the departure of a parental figure. Hamlet loses his dad asa aftereffect of a horrendous homicide, as does Ophelia. In her circumstance ismore extreme since it is her sweetheart who kills her dad and all ofher seeks after her future too. At last, it is additionally mo redetrimental to her c! haracter and causes her despairing and melancholy toquickly go to unrecoverable frenzy. Pundits contend that Hamlet hasthe first motivation to be harmed by Ophelia on the grounds that she follows her fathersadmonitions with respect to Hamlets genuine aims for their beginninglove. In Act 3, scene 1, line 91 Hamlet starts with his malicioussarcasm toward her. I modestly thank you, alrighty then, he saysto her in regards to her underlying merriments (Johnson 1208). Before thisscene, he has heard the King and Polonius setting up an arrangement to deducehis surprising and misery stricken conduct. Hamlet is very much aware thatthis plan only uses Ophelia as an instrument, and in that capacity, she doesn't havemuch alternative of rejecting without rankling not just her meddler fatherbut the scheming King also. Hamlet promptly denies that he caredfor her. He advises her and the entirety of his excluded audience members, No, not I, Inever gave you nothing (lines 94-95 ). A few pundits worry, as does J. Dover Wilson, that Hamlet has an option to guide his outrage to Opheliabecause despite the fact that numerous pundits in their sy! mpathy with Opheliathey have overlooked that it isn't Hamlet who has repulsed her, butshe him (Wilson 159). It is conceivable that Wilson doesn't see thepotential damage to Ophelia should she resist her power figures(i.e. her dad and her ruler). Besides, Ophelia can't know thatHamlets mentality toward her mirrors his thwarted expectation in his mom. . . to her, Hamlets capriciousness must mean trickery ormadness (Lidz 158). She is evidently trapped in a snare that has beenlayed, to a limited extent, yet her sweetheart whom she does cherish and glorify. Hershock is real when Hamlet requests get thee to a religious shelter (line120). The undertones of the double importance of religious shelter is sufficient inand of itself to make her run irritated from her once sweet ruler, andit is the start or her sanitys unwinding also. Hamletsmelancholy allows him the adaptability of character to conveymanic-burdensome activities while Ophelias is significantly more overpowering andpainful. Shakespeare is vague about the truth of Hamletsinsanity and delineates him as on the fringe, fluctuating between sanityand frenzy (Lidz 156). Hamlet grieves for his dad, yet it is thebitterness and hostility that he harbors towards his mom for herhasty union with his uncle that is his most reoccurring occupation. His considerations of Ophelia are optional, best case scenario. At the point when it happens thatHamlet coincidentally kills Polonius, he doesn't seem, by all accounts, to be thinkingof the potential impact of his activities on Ophelia. Hamlet has sealedher destiny, and alongside the instabilities in his demeanor andbehavior toward her couldn't yet be incredibly disrupting to the veryyoung lady who venerated him she doesn't have much in the manner thatis positive for her (Lidz 157). All through the whole homicide scene inAct 3, Scene! 4, Hamlet doesn't comment about the harm he has doneto Ophelia. His enthusiastic rise is given completely to his mother,and while his feelings are not an impersonation, he admits that heessentially isn't in franticness,/But distraught in make (lines 187-188). .u12d4689e7d9e362d09a2dc7b58752da6 , .u12d4689e7d9e362d09a2dc7b58752da6 .postImageUrl , .u12d4689e7d9e362d09a2dc7b58752da6 .focused content zone { min-stature: 80px; position: relative; } .u12d4689e7d9e362d09a2dc7b58752da6 , .u12d4689e7d9e362d09a2dc7b58752da6:hover , .u12d4689e7d9e362d09a2dc7b58752da6:visited , .u12d4689e7d9e362d09a2dc7b58752da6:active { border:0!important; } .u12d4689e7d9e362d09a2dc7b58752da6 .clearfix:after { content: ; show: table; clear: both; } .u12d4689e7d9e362d09a2dc7b58752da6 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; progress: darkness 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .u12d4689e7d9e362d09a2dc7b58752da6:active , .u12d4689e7d9e362d09a2dc7b58752da6:hover { obscurity: 1; change: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u12d4689e7d9e362d09a2dc7b58752da6 .focused content region { width: 100%; position: relative; } .u12d4689e7d9e362d09a2dc7b58752da6 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content design: underline; } .u12d4689e7d9e362d09a2dc7b58752da6 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u12d4689e7d9e362d09a2dc7b58752da6 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt range: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u12d4689e7d9e362d09a2dc7b58752da6:hover .ctaButton { foundation shading: #34495E!important; } .u12d4689e7d9e362d09a2d c7b58752da6 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u12d4689e7d9e362d09a2dc7b58752da6-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u12d4689e7d9e362d09a2dc7b58752da6:after { content: ; show: square; clear: both; } READ: Time Traveling EssayOphelia is then left to grieve her dad, yet it isn't his passing alonethat scorns her madness. Her difficulty is with the end goal that she is forcedto dread and despise her dads murder who is likewise her darling and the oneperson to whom every last bit of her future expectations were stuck - Prince Hamlet. Her whole direction to the

10 Years of Women, Peace and Security COLUMBIA UNIVERSITY - SIPA Admissions Blog

10 Years of Women, Peace and Security COLUMBIA UNIVERSITY - SIPA Admissions Blog The following post was submitted by Sawako Sonoyama.   Sawako is working in our office this year and she, along with several other students, will be contributing posts throughout the year. _____________________ 10 years ago, the UN Security Council passed resolution 1325 that focused on increased representation of women in the Security Council. The resolution reaffirms the important role of women in the prevention and resolution of conflicts, peace negotiations, peace-building, peacekeeping, humanitarian response and in post-conflict reconstruction. This resolution marks the first time the Security Council has recognized the link between the security of women and peace. This is a landmark because the Security Council finally understands the ability of women to take on two roles:   “victim” of Conflict and “change agents” of Peace. 10 years have passed. How have we done? Five speakers convened at SIPA today on a panel for the UN Studies Program and spoke on this issue from their various issues: Atul Khare, Assistant Secretary General for Peacekeeping Operations. Judy Cheng-Hopkins, Assistant Secretary General for Peace Building Support to the Peace Building Commission, and SIPA Alumna. Betty Achan Ogwaro, Chairperson of Sudanese Women Forum of Darfur, Southern Sudan Barbara Crossette, former NYT Foreign Correspondent and journalist. Juergen Heissel from the UN Security Council Peace Austrian Peace Keeping Mission The panel started with an interesting debate surrounding the information gap in conflict zone. Mr. Heissel gave a brief history of the Security Council’s evolution in working with women in conflict zone. The problem that persists today is still the information gap. There is no consistent and comprehensive way to report on acts of violence against women in armed conflict. There is no way to measure how much we have made progress. There needs to be a more concrete data so evidence based policy making could be deployed to helping these women on the ground. However, Ms. Ogwaro responded by saying that the Council will never have enough data. Too many times, there were women dishonored, hurt, and killed in front of the eyes of a Peace Keeping officer. The numbers are there, however, the mandates are not matching what needs to be done to help women in conflict. Furthermore, why will a Sudanese women be able to provide data when they are too busy protecting their lives and the lives of their children? Finally, SIPA alumni Ms. Cheng-Hopkins provided a strict remark on the progress made.  After 10 years, 3% of negotiators and 0% of mediators in conflict zones are women. To improve these numbers, she recommended that at least 15% of post-conflict aid budgets should be endorsing women and peace building. There is much more work to be done in incorporating women into peace building.