Women In US History Essay Example | Topics and Well Written Essays - 1500 words

Women In US History - Essay Example difference. But they have seldom talked about race (ibid 251). While white feminists have engaged in universalizing women’s culture and oppression from white (basically middle class) women’s experience and thereby failed to separate their whiteness from their womanness, Afro-American history also failed to examine the differential class and gender positions men and women occupy in black communities thereby constructing the image of a monolithic black community. This history reverberates with a male voice and is based on the experience of men (ibid 255-56). The social context for the construction of race as a tool for black oppression is historically rooted in the institution of slavery (ibid 256). The slaves were defined by law as â€Å"animate chattel†; they constituted property as well as a social class and were exploited under a system that sanctioned and institutionalized white ownership of black bodies and black labor. Women were denied right to their own bodies and sexuality. Women’s bodies and sexuality was under white ownership and this was institutionalized. It formed and essential part of the system of subordination and exploitation. The children the female slaves gave birth to immediately became the property of the slave masters (ibid 257). It reminds me of Alice Walker’s â€Å"Meridian†, where Meridian’s mother explained to her that Emancipation to female slaves meant that they could retain their own children. In the eyes of the slaveholders, slave women were not mothers at all. They were merely instruments guaranteeing the growth of the slave labor force. They were classified as â€Å"breeders†, animals as opposed to mothers. Hence, their infant children could be sold away like â€Å"calves from cows†. Courts ruled that female slaves had no legal claims on their children (Davis 7). Hard labor in the fields from sunrise to sunset was the norm. Where work was concerned, strength and productivity under the threat of the whip

Impact of management of control system and leadership Essay

Impact of management of control system and leadership - Essay Example Hutzschenreuter (2009) points out that such tools can be formal procedures used to maintain or change the activities of the organization. The notion of management control has been discussed intensively in the fields of management research (Horch, 2009). The existing literature on leadership points out that the leadership styles adopted by the top management of an organization affect not only the performance of the business, but also the level of commitment among the middle and low level managers. Scholars in the accounting and control field also argue that the style of leadership adopted by the managers is directly influenced by the level of management control structures that exist in a particular company. Different organizations invest differently in their management control systems with the aim of improving decision making (Simons, 2000). Some scholars argue that such systems enhance the performance of the managers thus increasing the overall productivity of the business. Cogliser & Shriesheim (2000) indicate that when managers are able to rely on the information collected through these systems, they can model their leadership styles to enhance the achievement of the objectives of the organization. Boedker et al. (2011) further states that such systems boost productivity as they ensure that the mission and vision are at the core of the decisions made at the management level. According to Horngren et al. (2009), without strict control, workers will never bring good results as they will have the freedom to be involved in practices that end up limiting their value and productivity. Bass et al. (2008) adds that tight management control systems ensure that a company performs efficiently by reducing the number of violation cases .This is heavily contested by another group of scholars who argue that such systems result in fear among junior employees. According to Sinha (2008), fear and stress are among

Are alternative energy sources the answer to ending human dependence Thesis

Are alternative energy sources the answer to ending human dependence on oil - Thesis Example As such, it is necessary to emphasize the fact that the environmental crisis is not only about environmental problems, but it is about the intertwined concerns regarding politics, economics, society and ideologies (Bodley 2008, p. 43). In this regard, this research will try to address one of the most urgent environmental issues that we are facing: are alternative energy sources the answer to ending human dependence to oil? This is a crucial question because the reality of human dependence to oil is attested by the fact that countries all over the globe have to ensure energy security to sustain their economies and in case they fail, the threat of conflict becomes inevitable (Moran and Russell, 2008). Furthermore, as of 2009, 85 percent of total primary energy consumption involves the use of fossil fuels – oil, natural gas, and coal (Statistical Review of World Energy, 2009) and this is a critical issue because oil is finite. In addition, the peril of global warming coupled with the probability of the increase in consumption in the coming years creates urgency in addressing the question are alternative energy sources the answer to ending human dependence to oil? Everybody, in one way or another, is concern with global warming and in finding the answer on how consumption of fossil fuels may be reduced. Alternative sources such as oil sands, heavy oil, and wood/other biomass, coal hydropower, shale oil, solar energy, gas hydrates, wind energy, nuclear fission, wave energy, geothermal tidal power, fusion, ocean thermal energy and conversion are all considered as alternative sources of energy. However, can they end human dependence in oil? First, as mentioned, oil is finite. There is a need to come up with alternative sources of energy because the reality of diminishing fossil fuel supplies is a fact. The fossil fuel that the world is currently using is built on 500

Jamie Oliver Essay Example for Free

Jamie Oliver Essay Jamie Oliver is a chef who has made a number of television programmes for Channel 4; in most of these programmes he is cooking and instructing the audience, although he is sometimes part of documentaries about food, for example in schools. His style of speech is very different to many of his contemporaries: he uses his distinctive style to present himself as a down to earth, friendly TV chef. Oliver is the only person talking in this transcript because he is cooking and explaining his actions for the TV show. The fact that he is cooking while talking means that there are numerous pauses in the transcript, for example ‘you wanna coat the bottom (3) of the pan’. The three second pause indicates that he is demonstrating this action on the programme; it is important in his role as a TV chef that he doesn’t just sit and talk through a recipe because viewers want to see the recipes being made and they also want to be entertained and kept interested by Oliver moving around in the kitchen. Other pauses suggest that, although this programme is probably scripted to some degree, Oliver is not reading from an autocue but retains an element of spontaneity to his speech. The pauses at the start of the transcript, ‘I got a pan (.) er the right size pan about (.) sort of seven inches’, are indicators of this spontaneity, as is the non-fluent ‘er’. Although sometimes a sign of nervousness, in this case I think the pauses help Oliver to appear normal, like his viewers, so they are more likely to attempt his recipes and, of course, buy his books. Jamie Oliver’s Esturary accent and his accompanying use of London slang are also distinctive features of his talk. Words such as ‘chivvy’ and ‘squiggle’ are colloquial and are not words we expect to hear on a cooking programme. We are used to words from the cooking semantic field such as ‘whisk’, ‘bake’, ‘stir’ but Oliver’s language use again makes him seem very normal, approachable and relaxed. As well as specifically accented words such as the dropping of the ‘h’ in ‘orrible’, Oliver’s elisions ‘gonna’, ‘wanna’ and ‘kinda’ demonstrate his relaxed tone. As well as using these to build a successful TV persona, Oliver could be using this informal language because he is concentrating more on the actual cooking and explaining the key details of the recipe rather than the functional language he uses. It is important that Oliver does not appear too bossy to his audience: they need to feel like they can relate to him; it is therefore important that he moderates his use of imperatives. Throughout the transcript, he softens his instructions to viewers: ‘about (.) sort of seven inches’; ‘I guess er that’s on a medium heat’; this lack of precision is encouraging to people watching his because it suggests this recipe is easy to follow. The self-deprecating suggestion that Oliver is not entirely sure of what he is doing, just guessing, means that he does not assume a too-powerful position in relation to his viewers. Again, he needs to appear imitable and not too complicated. He continues to reassure the audience by saying ‘where there’s a gap there don’t worry (.) just tilt the pan’. The pause after ‘don’t worry’ suggests that he is about to offer a solution to viewers in case they are worried about this issue. The word ‘just’ implies that the solution is simple and easy, so Oliver maintains his persona as the ‘friendly, easy’ TV chef in contrast with someone like Heston Blumenthal and his very technical, scientific recipes that cannot be replicated in ordinary kitchens. Although he tones down his instructions, it is necessary for Oliver to be as clear as possible about some aspects of the recipe, seen when he says ‘don’t rush it otherwise (1) if you cook eggs too hard and too fast †¦which we don’t like’. His instruction is very clear when he says ‘don’t rush it’ but he then moderates this by explaining the reason for saying it, ‘if†¦Ã¢â‚¬â„¢He goes on to use the first person plural pronoun ‘we’ to indicate that the audience is included in this decision about how eggs should taste, this is not just Jamie Oliver making a pronouncement that must be obeyed. In conclusion, Jamie Oliver uses many features of talk that are typical of TV chefs, such as numerous pauses and imperative instructions which are essential in his role, but he also has a very distinctive personal style of talk, characterised by his accent, use of slang and colloquial vocabulary. He uses his own idiolect to create a successful TV personality that viewers can relate to and follow as a cooking role model.

Economic Impact of the Added Worker Effect :: essays papers

Economic Impact of the Added Worker Effect 1. Income Effect: the income effect is the response of desired hours of leisure to changes in one’s income. If wages are held constant and income increases then the desired hours of work will decrease. The relevance of the income effect in regards to the study of labor economics is very important. Employers, economists and Government institutions have the ability to determine the amount of time workers’ will seek to either choose more hours of work or more hours of leisure. This can be used to estimate the average number of work and leisure hours a sample of workers will utilize in a year or during a trend. 2. Added Worker Effect: The added worker effect occurs when there is a family that has only one bread winner that loses his or her job. Because of the lost income the family may choose for the recently unemployed family member to stay home while the other family member seeks employment. This then produces a new worker in the work force which is the added worker effect because the person was not already in the work force or seeking employment. The added worker effect is crucial to economists and the Government to determine the unemployment rate during times of recession as well as the rate of new entries into the work force. 3. Compensating Wage Differentials: Compensating wage differentials determines the level of risk an employee and employer chooses to offer. If an employer has an unsafe work place then their cost of reducing risk is relatively low compared to an employer who already has a safe work environment. At the same point, a worker chooses the level of risk he/she will assume in relation to the offered rate of pay. This is very important in the study of labor economics as it shows how workers and employers are affected when the state and Federal government pass job safety laws that demand higher levels of safety measures implemented in the workforce. Short Problems 1. 2. a) Limnologist 472000 = 449523.81-15000 = 434523.81 1.05 Chef 500000 = 476190.48- 40000 = 436190.

Media Influence on Eating Disorders Essay

Women are given the message at a very young age that in order for them to be happy and successful they have to be thin and beautiful. It is also not surprising that eating disorders are on the rise because of the value society places on being thin. Most women and girls feel like being thin is the ultimate achievement and quite possibly the most important aspect of themselves. Eating disorders used to just be a way for women and young girls to keep their weight off. However, the sad truth is this isn’t just a diet, but a silent killer. In recent years, girls with low self esteem are becoming increasingly younger. According to the National Association of Eating Disorders, 47% of girls in 5th-12th grade reported wanting to lose weight because of magazine pictures (12). When young girls compare themselves to images of women who appear â€Å"perfect† their self image lessens, and in turn creating a vulnerable platform for an eating disorder to take over. The medias unrealistic portrayals of women, societies obsession with being thin, and lastly the rise in weight loss advertising are problems discussed throughout this paper as reasons for the growing epidemic of eating disorders. Women constantly ask themselves â€Å"what is the perfect body type? †. As our adolescence ages into adulthood many women struggle with trying to answer this question. Societies idea of what the perfect body type is constantly changing. However, it is always influenced by the medias perception of what the perfect body image should look like. We all idolize these images we see on television and in magazines and some of us would do anything to look just like them. When they are constantly being compared to what they see in the media, its no wonder these young girls develop self esteem issues. One study showed that 69 percent of girls stated that magazine models influenced their idea of the perfect body shape (Does the media cause eating disorders? 3). I believe the media and how they portray women unrealistically is one of the reasons for the increase in eating disorders over the years. Instead of focusing on what college they are going to attend, these girls are worried about how many calories are in an apple. Between TV, magazines, and movies, girls are constantly comparing themselves to unrealistic images that are painted everywhere. It’s almost impossible to step outside without seeing these illusory images. By 17, the average woman has received over 250,000 commercial messages through the media (Mass-Marketing of Disordered Eating and Eating Disorders: The Social Psychology of Women, 212). These advertisements are damaging to both mental and physical states to the girls and women trying to live up to the medias perception of the perfect body type and are more likely to develop one of the many body image disorders (Media and Eating Disorders 1). Trying to live up to these expectations can be detrimental to the health and well-being of these girls, all to achieve the â€Å"perfect look† they see so often. Thin models and actresses in the eye of the media are often the ones these girls are looking up to, and strive to look like, which can also pose a problem as many times these women are unhealthily thin. It’s no secret that female celebrities appearances have shifted in recent years. Celebrities and models exude a sort of power over people, partly because they are so highly visible in our society. There is a meaning behind what celebrities and models look like; it is the message that these women are powerful, they are sexy, they are beautiful; they are wanted (Ahern et al. , 2008). The influence of the stereotypical vision of a woman is taking a toll. When a girl becomes obsessed with dieting and looking better, they can easily become anorexic or bulimic. 79% of teenage girls who suffer from eating disorders are readers of women’s magazines (â€Å"Media and Eating disorders† 2). This just shows how influential images in the magazines can be, and its upsetting that these are the images young girls and women chose to compare themselves to. I’m not quite sure when the idea of beauty went from the curvy size 14 figure of Marilyn Monroe to a sickly looking size 0 model. It’s understandable that the fashion industry wants models to wear their clothes efficiently, but what’s the harm in having women look like women to model their clothing? Fashion editors and models believe they are just responding to a supply and demand, or in other words, trying to market their product efficiently despite the underlying issues it presents. If these marketers don’t realize that what they chose to display is harmful, the issue at large will continue to rise. So what can we do to change this problem? Some media influences started to realize that the media was to blame for this self-hatred amongst girls and began to do something about it. DOVE, for example, released a campaign called â€Å"The Dove Campaign for Real Beauty† in which they began airing commercials displaying women who looked like real women, not sticks. Dove has realized the medias negative effect on adolescent girls and has taken matters into their own hands by publishing a new ad with healthier looking models. This ad is one step in the right direction to building back up young girls self esteem and making them comfortable with their bodies. They also launched a self-esteem movement where they travel and do workshops with young girls who have self esteem and image issues. DOVE also released a video titled â€Å"Real Beauty Sketches† in which a trained FBI sketch artist drew the women based on their own self- perception, then based on that of a stranger. The strangers depictions of the women were more attractive and actually similar to what they looked like, while their own perception was extremely harsh and a less beautified image. This short, but powerful video enlightened these women how critical they are towards themselves and how women usually do not realize how they appear in everyone else’s eyes, just how they view oneself. If prominent brands in the media created these kind of campaigns, there would be more girls inclined to look up to an realistic image, versus something that is not attainable. Women will never stop wanting to improve themselves, but by advertisers embracing all the different beautiful attributes women have they will refrain from practicing unhealthy methods and will work towards realistic goals that will make them happy. There have been many studies about the effects media has on women and how it could eventually lead to eating disorders. One study was done examined how the viewing of fashion magazines affected middle school and high-school-aged girls. In one particular survey, this study found among middle school-aged girls that viewing fashion magazines influenced them to consider a thin body type as the â€Å"ideal† body type. This seems to be the initial effect of viewing media that continuously and predominantly displays abnormally thin women. (Field, 2000). As for the high-school-aged girls, a connection was made between idealizing and desiring the body types that were seen repeatedly in the fashion magazines to the point of development of symptoms of eating disorders (Field, 2000). The influence of these images in relation to these girls made a large impact. When they are comparing themselves to these images, in their minds they have to take measures to alter their physical appearance, and in turn leading to symptoms of eating disorders. However, fashion icons and magazines are not the only culprit for the rise of eating disorders and body image issues. Weight loss promotion is everywhere we look, and seen every time we turn on the television. Between ads like â€Å"Jenny Craig† and â€Å"Atkins†, these campaigns are telling women everywhere â€Å"you can be happy too, if you follow this plan and become thin like me! †. Women are constantly confronted with the message that they need to lose weight, and since the weight industry is booming, they are buying into the hype. Health and well-being are often mixed up with weight-loss. However, there is a difference between being healthy and being unhealthily thin. There is nothing wrong with working out and keeping active to be healthy, but when exercising begins to replace meals and self image starts to deteriorate, that’s when it becomes a problem. Being thin is portrayed to equal being strong, healthy, and powerful. The exploitation of images that display women’s bodies benefits both weight-loss companies and companies selling beauty and fashion products. Yes, it is good for the business, but can be damaging to women. If women continue to convince themselves they need to look a certain way or be a certain size, the easier it will be for consumers to sell them into â€Å"looking better† (Hesse-Biber et al, 2006). As unfortunate as it is, these marketers are benefiting in the end from the presence of eating disorders in our society. Weight loss advertising goes hand-in-hand with fashion and beauty advertising. Both display unrealistic expectations and convincing them that to be happy, they must be thin. Saying that weight-loss advertisers should cease is a stretch, but what is possible to promote change is to begin to reiterate the idea of being healthy and active, versus taking diet pills and being on diets, because often enough diets turn into serious eating disorders. I can attest this to my personal life because I understand what they going through, myself having suffered with an eating disorder for 6 years. The first time I had the idea of not eating to lose weight was when I saw Mary-Kate Olsen on the cover of a magazine for her problem with anorexia. My 12 year old brain saw the cover and thought â€Å"if that’s how she lost weight, that’s how I will†. even though I was a slender 115 pounds, I still thought I was overweight. It started by not eating lunch sometimes, or telling my mom I was full at the dinner table. The weight fell off easily, and I liked all the compliments I was receiving, It made me feel important and special in the moment, but when I would look in the mirror I didn’t see what everyone did. I felt as though everyone was lying to me to make me feel better. Little white lies about my weight started turning into bigger lies and as my disorder got worse, so did I. There was a time I didn’t eat anything but an apple for 3 days straight. It begun to affect my grades, my social life, and worse of all my health. My family all knew something was wrong with me but I never listened to anyone or wanted help. My mom noticed me weight-loss and forced me to see a therapist and a doctor. I gained the weight back almost instantly and fast. Once again I was drowning in the same negative thoughts about myself as I had for so many years, but this time I looked how I felt, and it made it even worse. I felt huge and disgusting and became severely depressed. It took all that I had in me just to get out of bed and get dressed. So many times I just wanted to slip back into the cycle of not eating, but I knew everyone had a close eye on me. Then one day I was at a friends house with a bunch of girls and one of them starting talking about bingeing and purging. It sounded like the best idea ever to me; I was able to eat, but not consume the calories. I began the cycle of bingeing and purging every day. At first it felt like an adrenaline rush and the weight was falling off fast, and that invincible feeling started up once again. But this began to take a toll on my body even worse than not eating. My mom was suspicious and confronted me one day to let me know she was worried and she knew I had a problem, but of course I was in denial and insisted I was fine. The day I threw up blood and fainted I knew this was much more serious then I had thought. My body was finally shutting down on me after all these years. I told my mom everything that had happened and she brought me to the doctor and had many tests done. The doctor said my esophageal passage was damaged and if I didn’t stop purging soon there would be permanent damaged. He also said I had anemia and my bones and organs were weak. The dentist said my enamel was destroyed. This disorder had not only permanently damaged my body, but my soul felt broken. I felt like I had no life left in me and it took a long time and a few therapists to learn how to love myself and my body the way it is. I just hope one day I can tell my story to young girls so they know that they aren’t alone and they won’t have to grow up thinking they need to destroy their bodies to feel beautiful. Eating disorders are something that will continue be a problem in this country until the media along with society decides to make an impact. We find unrealistic images of extremely thin women plastered everywhere in television, magazines, television, weight-loss promotions, and are glamorized by celebrities. These media advertisements are all contributing factors to the self-hatred these girls feel. Women who see these images firsthand try to live up to the â€Å"perfect† image of what a woman is supposed to look like, when in fact this perfect image doesn’t exist. There is the underlying idea that to be happy, powerful, and satisfied in your life, being thin will get you there. The advertisers, even though are trying to keep their business successful, should make it so the images they chose to display are representations of women who look like women. If there were images of real women, with real curves, girls might be able to not only relate, but be inspired instead of bashing and hating themselves for not achieving their own idea of what their supposed to look like. Having too have suffered from an eating disorder I understand what these girls are going through and how serious this disease is. When the media finally realizes that displaying unrealistic images of women are doing more harm then good, the cycle of these women and young girls feeling like they have to starve themselves to be beautiful will hopefully come to an end. Having women who represent women will not only provide inspiration for girls, but also give them positive influences to look up to. Hopefully one day society will learn that there isn’t just one vision of beauty or weight, and the horrible cycle of eating disorders will cease to exist forever.

Focus On The Learner

Gabby has approximately six years of formal education, where he learnt most of the English he uses to communicate with; and a further two weeks of lessons he received whilst at a BBC centre. Gabby currently has no formal work experience; however, he is knowledgeable in the field of electrical engineering and has had some informal experience in this sector. He is highly motivated to learn the English language and his primary goal for this is that so he may one day attend University; perhaps to further his appreciation and love for music or to continue and learn more in the field of electrical engineering.This goal motivates Gabby and is highly evident in the way he endeavourers to be an astute student. Learning Styles and Preferences Whilst observing Gabby in the classroom and through speaking to him one-on- one it is apparent that his preferred style of learning is more centered on visual/spatial and kinesthesia modes of receipt. His completion of the sensory styles quiz compounds th ese assumptions and show that Gabby is able to receive and process information more efficiently if it is visually presented to him either by flashcards, pictures or realize.During classroom observation it was evident that Gabby is highly interpersonal; during pair-work activities he discussed the task enthusiastically with his partner and also listened attentively to their views. When nominated to answer a question Gabby would usually answer correctly, this shows his understanding of and propensity for communicative language. Gabby excels in group based activities and prefers these to individual tasks where he must work alone. The survey also reflected Gabby more developed kinesthesia sensory style, in the classroom he would be observed taking part in physical activities very enthusiastically.He enjoys movement and exercise, and learns better in this way; he also mentioned his love for the game of football which he played regularly in the DRP. Linguistic Ability – Strengths G affs command of spoken English language is average, he often pauses to think of a word and his pronunciation and grammar are weak at times, however, given the time frame that Gabby has been actually speaking the language it is quite impressive. He is more than able to express his opinion or needs within the classroom environment.Gabby is quite able to read a graded ice of text, although he may take some time and get blocked on certain unfamiliar words, he has shown the ability to perform gist reading tasks quite capably. He also admitted his preference for reading romance novels which he uses to enhance his reading skills. The strength in Cabby's writing skill is shown in his remarkably accurate spelling. Although he makes some grammatical errors his writing is generally legible and comprehensible. His formation of written words is sensible and corresponds to their respective phonemic sounds.Although listening is not one of Cabby's strengths he is tie able to understand English spea kers or instructions that are given to him verbally, both the meaning and context Of what he is required to do are clear to him. Gabby performs well in gist listening based tasks. Gabby vocabulary is quite extended, he has the ability to learn new words rapidly and use them in the correct context. He often pauses when speaking, to think of a word, but he eventually remembers it and uses it correctly. His level of functional vocabulary will enable him to navigate most everyday situations with ease.At times Gabby does make some grammatical mistakes but he often endeavors to correct himself. He is aware of most basic grammatical rules, for example, ‘y' changing to ‘ices' for certain countable nouns. He can often be observed writing down new grammatical rules and examples during lessons, thus showing his keenness to improve in this area. Cabby's pronunciation of most words is clear and understandable, for new vocabulary he often responds well to drilling and repeats the word until he feels it is correct.He works very hard to improve his pronunciation and can be observed self- correcting at times. Linguistic Ability -? Weaknesses Completed table attached. Activities: Skill – Listening for specific information (â€Å"New Cutting Edge Elementary Students' Book† – pig. 10) This task requires the student to work on his own, as individual work is something Gabby struggles with, this activity will be challenging and requires him to work on his own and strengthen his ability to listen for specific information.The teacher Will hand out copies of the ‘General Knowledge Quiz' and ask the learner to look through the questions and answer as many as he can. This is a Test-Teach-Test based adaptation that will allow the student to error correct himself after listening o the audio. The teacher then plays the recording and asks the student to listen out for the various pieces of information that are required to answer the questions. After hea ring and answering the student can compare and correct his errors, thereby â€Å"learning from his mistakes†.Gabby is an Elementary level learner and this activity is graded as such. Although it does not tie in with his personal interest in music it is general knowledge and touches on various areas that Gabby may be interested in (brands, currency, Jennifer Lopez etc. ). Activities: System – Grammar – Present Simple (â€Å"New Cutting Edge Elementary Workbook – pig. 22/23). The various activities over the two pages deal with grammar related activities, specifically with the present simple.This is an area Gabby has some difficulty with, and he often confuses tenses which leads to grammatical errors. The activities consist of a mixture of gap fill and answering activities that will improve fluency in present simple. The teacher will hand out copies of the activities and ask the learner to work individually. A high level of monitoring and prompting with the aid of examples will be necessary as Gabby is an Elementary level learner. Focus on the Learner French student from the Democratic Republic of the Congo in the intermediate class. Sidekick was born in Albumin's. He got his Matrix in 2008 and attended university for 2 years before and he's learning English so that he can continue his studies in South Africa. â€Å"The reason I'm learning English is that I am a French speaker and I wand to study in a English country,† he writes. Learner style: Sidekick response positively towards practical sessions.During an interview with Sidekick, he also reinforced this statement by saying that he prefers doing something and/or seeing something rather than just listening. This would suggest that he is mostly kinetic and visual with an emphasis on kinetic. These examples can be seen when asked to physically apply what he's learned. Learners four skills: Observing Sidekick, I've noticed that he struggles a little in each form, but that his weakest area is reading. He also struggles with speaking and writing, but both are connected in the sense that he translates directly from French.In English this would change something that he series Into a thin, straight, hand-held stick. There's also certain problems that occur with tenses, as I will mention In language systems. Sidekick also makes use of a speaking rhythm that is unnatural in English. In English phonetics and phonology: a practical course By Peter Roach, Rough explains that there's a difference between the rhythm of English and French. French makes use of a syllable timed rhythm and that all syllables whether stressed or unstressed occur at regular intervals.Listening: Sidekick follows natural speech rather easily. Reading: The main concern I've found is that while Sidekick can continue with listening,writing and speaking with mistakes, he stops when encounters a word that he is unfamiliar with. Writing: Along with his speaking the problem is tense usage. Other problems are spelling mistakes. He'll write words exactly as they sound. Language systems: After view ing 3 letters that I received from Sidekick, I observed several common mistakes. Continuous and simple forms: † My hobbles are: Sports, go to the cinema, Ana listening music. He would use â€Å"go to' (Instead AT going to) Ana â€Å"listening sic† (instead of listening to music. ) It shows logic in the forms that he use, but that there's some confusion of when to use continuous and simple tenses. Pronunciation: As mentioned before, Sidekick often replaces the It/ sound with the [d/ sound. Areas where the student needs help: So far Sidekick's greatest problems stem from the use of future tenses and question tenses. For questions he will at times confuse the subject and verb e. G. Muff are Tom? † and â€Å"Are you Tom? The emphasis on his words imply different meanings as we've learned during class. The former acknowledging that the speaker is vaguely familiar with the person and the latter purely asking. After reviewing his letters, I've decided that it's not Jus t his future tense that is the problem, but that he still struggles with most tenses. The activities I've selected and why: For the skill I've focused on reading. Continuous reading will help Sidekick see how to language is used, and if he stops reading Just because of one word, then he'll never progress any further.At the same time, the activity I've chosen for his reading, also applies to the other language area he requires help in: Vocabulary. The activity isn't focused on his learning style, but what he needs help in. It's been downloaded from www. Insidious. Net and has several tasks which will help him to improve. The gap fill will allow him to look at the entire sentence and then get him the gist of words. There is also a task which will improve his spelling and use of parts of speech, another area that he struggles with. For the language area, I've chosen tenses in general.Sidekick has claimed that it's only the future tense that confuses him, but Judging by his written work , there's also other tenses that he needs help on. The activity is Snakes and Ladders – Tenses from Cutting Edge: Upper Intermediate students' book by Sarah Cunningham and Peter Moor. The questions were all changed to apply to his level and weaknesses. This game focuses on his kinetic and visual needs, helping him learn in a particle and fun setting. References: www. London-translations. Co. UK www. Insidious. Net Moor. English phonetics and phonology: a practical course By Peter Roach Class notes