Analysis Of Phytochemical Constituents Of Syzygium Aromaticum Biology Essay

Analysis Of Phytochemical Constituents Of Syzygium Aromaticum Biology EssayAlter inseparable system to drug discovery is likely through the medicinal jells and greater reveals of the people ache assurance in traditional medicine, particularly put drugs for their initial wellnesscare. Recently, responsiveness has been paid in public to consume eco-friendly and bio-friendly plant-based products for the prevention and cure of distinctive human diseases. Sev datel number of people looking for medicine and wellness approaches which exc part side effects ca employ by synthetic chemicals (Remington, 1995).Herbal drugs are having less considerable side effects than the other classes of synthetic drugs and most of the medicinal uses of plants seem to have been actual by trial and error and by interpretation of wild animals. Herbs had been utilized by solely cultures all the way through history. Ancients observed and respected the great variety of plants available to him. The plants af ford a number of basic immanents in human day to day life such(prenominal) as food, clothing, shelter and medicine etc, and as time went on, every tribe supplements the medicinal power of herbs in their area to its awareness base. It was a primary part of the development of modern civilization and In fact, well into the 20th century to a remarkable scope of the pharmacopoeia of scientific medicine was ensuring from the herbal knowledge of indigen peoples. They gathered information accurately on herbs and developed well described herbal pharmacopoeias. Pharmacopoeia includes at least 25% drugs ensuring from plants and rests of other are synthetic analogues developed on model compounds isolated from plants. Today several drugs are commonly used basically derived from herbal origin. In fact, in the United States about(predicate) 25% of the prescription drugs dispensed block at least unrivaled active ingredient derived from plant material in which some are made from plant extracts and rest are synthesized to imitate a natural plant compound. At present there are a number of plant materials belong to divergent family have been used in the treatment of a variety of diseases like bacterial, fungal and dermatophytic infections (Rajshekharan, 2002).Herbal medicine is extensively practiced from ancient period all over the orbit. These medicines are safe as well as eco-friendly and bio-friendly. According to WHO, about 80% of the worlds population relies on traditional medicine for their primary health care and medicinal plant division has normally an important position in the religious, socio cultural and medicinal arena of rural and tribal lives of millions of rural households use medicinal plants in a self-help mode (Remington, 1995).The Greater part of the traditional plant based remedies is back in use and ascertains the right application.Direct sources of remedial agentA model for new synthetic compoundA guide on molecule for the discovery of new drug.PHY TOTHERAPYTo outline the history of phytotherapy is to outline the history of humanity itself. The discovery of medicinal properties of certified plants must have sprung from nature. Ancient peoples first use plants as food and, as results of this ingestion, the liaison with some plant property would have been learned. Medicinal plants were the main source of products used to maintained health until the nineteenth century, when the German chemist Freiedrich Wohler in 1828, hear to prepare ammonium cynate from silver cyanide and ammonium chloride, by mistake synthesized urea. This was considered as the first organic synthesis in history and signed the era of the synthetic compounds (Ahmad, 2006).A multidisciplinary capillary science, research in the phytosciences is more or less unlimited, which composes it impossible to talk about all aspects of this up-and-coming science in just one chapter. Consequently, we have paying attention here chiefly on the antibacterial activity of bioac tive phytocompounds, conversing their use against multidrug-resistant (MDR) bacteria and fungi, their mechanisms of action, and their interactions with macromolecules and possible for toxicity in mammalian cells. Technical features concerning the advancement of fast and consistent methods of extraction, juicy output screening systems, and bioautography of essential oils and crude extracts and divisions have as well been discussed. Problems associated to the efficacy, stability, drug delivery systems and persona control are also analyzed (Ahmad, 2006).HISTORY OF PHYTOTHERAPYDuring the 100 years of Wohlers discovery Phytomedicine was forgotten by western science and in the earlier 1980s, though, there was a reappearance of attention in the use of natural substances commonly known today as bioactive phytocompounds. This interest can be manifestly understood in the light of questions relating to the safety, cytotoxicity, and side-effects of synthetic compounds, and the essential to find new medicines, comprising new antibiotics to supervise infectious diseases caused by multiresistant pathogens and substances to treat chronic diseases (Heinrich, 2004).Today, the use of medicinal plants and their bioactive phytocompounds and our scientific knowledge about them consist of the modern field of the phytosciences. This is a science fashioned from the conclave of a range of disciplines that have never been tie in before, combining several different areas of economic, social, and political fields, chemistry, biochemistry, physiology, microbiology, medicine, and agriculture (Schulz, 2004).The phytosciences are distinctive from the other biomedical sciences in that as a substitute of testing a hypothesis, researchers evaluate to find out whether plants generally used in traditional medicine bring benefits for health and, if so, what are their mechanisms of action. Although the common conviction that bioactive phytocompounds are safe, they have natural risks just like all active chemical compounds. Researchers within the phytosciences are working to illuminate the side-effects, calculate proper dosages, isolate the bioactive compounds, and define the stature methods of extraction and conservation. As well these, legal aspects concerning the prescription and trade in medicinal plants are a matter of discuss all around the world (Heinrich, 2004).As a multidisciplinary science the research in this field is virtually unlimited, this makes it impractical to converse all the aspects of this promising science in just one chapter. So, this review discusses the antimicrobial activity of bioactive phytocompounds, particularly their use against multidrug-resistant bacteria and fungi, their mechanisms of action, and their interactions with macromolecules and potential toxicity for mammalian cells. It also discusses technical aspects concerning the development of fast and consistent methods of extraction, high output screening systems and bioautography of e ssential oils and crude extracts and fractions. Problems associated to efficacy, stability, drug delivery systems and quality control will also be discussed (Schulz, 2004).SCREENING OF CRUDE PLANT EXTRACTS refreshful CHALLENGESMedicinal plants have fashioned the establishment of health care all over the world as the early days of humanity and are so far now widely used and have considerable value in international trade. Recognition of their economic, pharmaceutical and clinical value is still rising, although this difference is comprehensively between countries. gear ups are essential for pharmacological research and drug development, not only when bioactive phytocompounds are used promptly as therapeutic agents, but also as preliminary materials for the synthesis of drugs or as models for pharmacologically active compounds. Regulation of their misuse is therefore essential to ensure their availability for the future (Heinrich, 2004).Plant preparations have a very special charact eristic that differentiates them from chemical drugs. A single plant may enclose a number of bioactive phytocompounds and a combination of plants even more .This difficulty is one of the major significant challenges to phytoscientists attempting to recognize a single bioactive phytocompounds or chemical group in the massive innovation that encompass a single crude extract (Heinrich, 2004).Biotechnology in the 1970s and 1980s made incredible progress and accompanied in a new era for the pharmaceutical industry. Many enzymes and receptor proteins of therapeutic interest were made existing in great quantities by recombinant expression, although signal transduction pathways could be interrogated by reported gene carrying cellular constructs. Such mechanism-based invitro assays are agreeable to significant scales of operations, and the concept of high-throughput screening rapidly became the standard for lead discovery (Heinrich, 2004).PROCESS normalisation OF BIOACTIVE PHYTOCOMPOUNDS H AVING ANTIMICROBIAL ACTIVITYDifferent methods to drug discovery apply higher plants can be discriminated Random pick followed by chemical screening ergodic selection followed by one or more biological assays biological activity reports and ethno medical use of plants. The second approach comprises of plants used in traditional medical systems herbalism, folklore, and shamanism and the use of databases. The purpose is the targeted isolation of bioactive phytocompounds and once an active extract has been identified, the first to be taken is the identification of the bioactive phytocompounds, and this can signify all a full identification of bioactive phytocompounds after purification or partial identification to the level of a family of known compounds (Schulz, 2004).For screening selection, plants are collected each randomly or by following leads supplied by local healers in geographical areas where the plants are found. Primary screening of plants for possible antimicrobial act ivity usually begins by using crude aqueous or alcoholic extractions followed by different organic extraction procedures. Plant material can be used fresh or dried and other signficant plant materials related to antimicrobial activity are the essential oils. Essential oils are complex natural mixtures of inconstant secondary metabolites, isolated from plants by hydro or steam distillation and by expression (citrus peel oils). The chief constituents of essential oils (mono and sesquiterpenes), along with a carbohydrates, alcohols, ethers, aldehydes, and ketones, are obligated for the fragrant and biological properties of aromatic and medicinal plants (Schulz, 2004).Due to these properties, since ancient times species and herbs have been added to food, not only as flavoring agents but also as preservatives. For centuries essential oils have been isolated from different parts of plants and are also used for related purposes (Blumenthal, 2000).The activities of essential oils cover a broad spectrum and various essential oils produce pharmacological effects, representing anti-inflammatory, antioxidant, and anticancerogenic properties. Others are biocides against a broad range of organisms such as bacteria, fungi, protozoa, insects, plants and viruses (Heinrich, 2004).Therefore medicinal plants have been used for centuries as therapy for human diseases because they contain therapeutic value components. Recently, the acceptance of traditional medicine as an alternative form of health care and advancement of microbial resistance to existing antibiotics has lead authors to investigate the antimicrobial activity of medicinal plants. Moreover, the increasing use of plant extract in the food, cosmetic and pharmaceutical industries recommend that, in order to find active compounds a systematic activity of medicinal plants is significant (Heinrich, 2004).SCOPEThe scope of this Research is based on the fact that Clove (Syzygium aromaticum) is available comfortably in anyw here and is cultivated largely. Based on the literature survey as it is showing so many bioactive components and is of medicinal value without side effects, I have selected Clove for my Research work.Clove buds selectionExtraction by using SoxhletAntimicrobial ScreeningMICChemical analysis presence or absence of phytoconstituentsChromatography techniques (GC) Compound Identification.OBJECTIVESTo Extract Clove buds (Syzygium aromaticum) using organic solvents.To study the Antimicrobial activity of the extracted solution.To study the chemical analysis of the extracted solution.To identify the components within the extracted solution using Gas Chromatography.REVIEW OF LITERATUREPLANT HISTORYThe Clove, a Malucca Islands native, is one of the oldest fruits known to man. The word Clove gets its name from the Latin word nail clavus, as the buds looks like small irregular nails in shape and the word made its way to English via Old French clou. Originally thought to be native to China, Clo ves were actually brought to China about 266 B.C. and was one of the first spices to be traded by Arab traders transported to the Romans (Evans, 1996).Taxonomical ClassificationKingdom plantae-plants cuneuskingdom tracheobionata-vascular plantsSuper division spermatophyta-seed plantsDivision magnoliophyta-flowering plantsClass Magnoliopsida-dicotyledonsSub class RosidaeOrder MyrtalesFamily Myrtaceae-Myrtle familyGenus Syzygium P. Br. Ex Gaertn.-syzygiumSpecies Syzygium aromaticum (L.) Merr. L.M. Perry clove (Cronquist, 1981).PLANT DESCRIPTIONSyzygium aromaticum Linn. Is considered as the Golden current.VERNACULAR labelFrench Clou de girofleIndonesia CengkehThe Philippines Klabong pakoDutch KruidnagelGerman NelkeIndia LavangChina Ding xiang, etc (Kokate, 2007).BIOLOGICAL SOURCECloves are the aromatic dried flower buds of a plant Syzygium aromaticum be to family Myrtaceae (Gokhale, 2008).ORIGIN AND DISTRIBUTIONThe Clove plant is native from Malucca Islands by itself Bachi an, Mutir, Makyan, Ternate and Tidore, where natural clove trees can be found. The Clove buds are say to be one of the oldest fruits known to man and has been cultivated since ancient times. The buds was used in many ways as it is today and was one of the first spices to be traded by Arab traders transported to the Romans. Cloves were actually brought to China about 266 B.C. It has been widely cultivated throughout the Indonesia, Madagascar, Pakistan, Sri Lanka, India, and Zanzibar and china (Claus, 1965).CULTIVATIONClimate and soilClove is a tropical plant which requires warm humid climate, rich loamy soil and Annual rainfall of about 150-30mm and Altitude-1500m above the sea level. Cool climate with good rainfall is perfection for flowering. And also requires good drainage because crop cant withstand water logging (Murty, and Subramanyam, 1989).Planting and materialSeeds collected from fully ripe fruits and soaked in water overnight. Fully developed and uniform sized seeds are u sed for sowing and the pericarp is removed before sowing (Murty, and Subramanyam, 1989).Nursery risingNursery beds to be fain for sowing seeds of about 15-20cm height, 1mt width and convenient length. Made of loose soil-sand mixture over a layer of sand may be spread. Then seeds are sown at 2-3cm spacing and depth of 2cm and allowed for germination about 10-15 days, precaution to be taken for seed beds have to be protected from direct sunlight. The germinated seeds are then(prenominal) transplanted in polybags containing a mixture of soil, sand and decomposed cow dung and these are ready for transplanting after 18-24 months old (De Guzman and Simonsma, 1999).Preparation of land and plantingThe selection of area for plantations should clear of wild growth before monsoon. The pits of about 75cm 75cm 75cm are dug at a spacing of 6-7mts and are partially filled with compost, chiliad leaf and mixed with top soil. Then followed by transplantation of seedlings in the main field during b eginning of the rainy season (De Guzman and Simonsma, 1999).Manuring and fertilizer applicationManuring is requirement for proper growth and flowering of the plant and can be done by applying cattle manure and bone meal for one plant in the initial years. This can be increased gradually. Dead and diseased shoots should be removed once or twice a year.Inorganic fertilizer is about 40gm urea, 110gm super phosphate and 80gm murate of potash of fertilizer dose can be usually recommended in the initial stage. This can be increased gradually (De Guzman and Simonsma, 1999). reaping AND YIELDThe flowering of the plant can be starts from the fourth year but full bearing stage is attained after 15 to 20 yrs. harvesting is done by the unopened buds when they are plump and rounded and carefully done without damaging the branches. The buds after separation are allowed to dry in the sun. The well dried buds are then processed for packaging (De Guzman and Simonsma, 1999).

Self Regulation Theory In Relation To Motivation Education Essay

Self Regulation Theory In Relation To pauperism Education Essay instruction and acquiring a turn or foreign delivery sack be elusive for some state and at the same cartridge holder easy for others. Factors influencing this observation may be explained in terms of separate differences in Second Language Acquisition (SLA). These individuals differences may entangle personality, intelligence, nomenclature teaching strategies, attitude, emotion and pauperism.Some researchers believe that penury may impact askers whole forge of tuition a stand by language (L2) (Gardner Lambert, 1972). oneness constitution which has long been recognised in the field is called self-determination surmise (e.g. Brown 1981, 1990), and it examines intrinsic/extrinsic pauperism in L2 schooling. However, on that point has also been a development of a much than process-oriented theoretical approach namely the process sit of L2 motivation by Drnyei Ott (1998). They have highlighted the importance of developing self-regulatory strategies to manage, reinforce or back ones motivation during the agate line of eruditeness. Accordingly, L2 self-regulation theory was later proposed by Drnyei (2005), and the theory represents a major reformation of previous motivational thinking.This essay, therefore, allow for discuss the extent in which motivation plays a tell character reference in second language teaching. The centralize of this essay is specifically on the gene linkage between self-regulation theory and second language development, using the authors personal experience in Iranian language learning as a case study. look for ObjectiveThe aim of this essay is to examine the authors experience in Persian language learning and analyse, based on self-regulation theory, to what extent motivation contributes to the learning of a second language.MethodologyThe essay employs a qualitative analysis based on theories and the authors personal experience in Persian langu age learning. First, definitions of the term motivation will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and constructs of motivation in tattle to self-regulation will be seekd. Third, the role of motivation in the authors Persian Learning Experience will be evaluated based on self-regulation theory. Finally, a conclusion will be presented with a kick upstairs discussion on future recommendations.CHAPTER TWODEFINITIONS OF MOTIVATIONMotivation is a broad concept, and definitions of motivation vary according to research and findings. The aim of this section is to explore several definitions of the term motivation and conclude on the most appropriate definition in second language (L2) learning which will contribute to this essay.To go with, motivation comes from the Latin verb movere which means to move. It idler be described as the driver inducing a person to take a certain action, demand break through a decision, or invest rides toward carrying out certain behaviours (Drnyei Ushioda, 2011 3).In a psychological purview, motivation is often defined as the psychological quality that leads people to get to a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communicating skills could be a goal.In a socio-educational framework, motivation to learn the second language is viewed as requiring three elements effort, need, and enjoyment. First, the make individual must expend an effort to learn the language. There must be a persistent and consistent strive to achieve success in learning such as by doing homework, practicing the language whenever there is an opportunity, and so on Second, the individual must demonstrate the desire to achieve the goal. much(prenominal) individual will do all that is necessary to achieve the goal. Third, the motivated individual will enjoy the task of learning the language. Such an individual wil l say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to differentiate individuals who are more motivated and those who are less motivated. However, each element, by itself, is seen as insufficient to reflect motivation. Some students may display effort, even though they have no healthy desire to succeed, and may not find the experience particularly enjoyable. Others may want to learn the language, but may have other things that detract from their effort, etc.Motivation in Second Language AcquisitionIn the field of Second Language Acquisition research, motivation has been identified as one of the key eventors which determines L2 achievement and attainment. Motivation initially serves as an impetus to generate learning and later as a sustaining force to ensure that the learner remains on-track with acquiring the target language (Cheng Drnyei, 2007). According to Gardner (1985 50), he posits that motivation in learning is based on four characteristics a goal, effortful behaviour, a desire to attain the goal and favourable attitudes toward the activity in question. Drnyei and Otts definition of L2 motivation (1998 65) has a broader sense they defined motivation as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out.According to Drnyei and Ushioda (2011 4), the by far-off definition that most SLA research, including this essay, would agree on concerns the direction and magnitude of human behaviour, that is, motivation accounts forwhy people decide to do something (choice),how long they are instinctive to sustain the activity (persistence), andhow hard they are sacking to pursue it (effort).It is valuable to note that although choice, persistence, effort are the three key issues allowing learners to check their own motivation, Ushioda (2003 99-100) elevate demonstrates that in order for motivation to grow in a positive way, it cannot be seen as a progressive attempts to regulate behaviour from outside. There take to be getive interpersonal processes which foster the development of autonomy and the growth and regulation of motivation from inside. Thus, with this in mind, this essay will consider the issue of motivation in relation to self-regulation in the following chapter.CHAPTER THREEREVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLAIt has been widely accepted that motivation plays an important role not only in general academic learning, but also in the process of achieving the goal in a second language learning. According to Drnyei (2002), L2 motivation has been seen as a dynamic construct that directs and enhances learning behaviour.There are many theories that devoted to motivation in relation to autonomy and strategy use, and two most-cited theories are self-determination theory and self-regulation theory. The self-determination theory, which was developed from the education psychology approach, examines intimately intrinsic and extrinsic motivation in relation to the learners behaviours and regulation. It denotes a sense of choice, personal responsibility, and self-initiation of behaviours. While the self-regulation theory, a more recent development within the field of SLA research, refers to self-generated thoughts, feelings, and actions that are planned and cyclically sufficient to the attainment of personal goals.Other well-known related theories are Language Learning Strategies (LLS) and L2 motivational Self transcription. LLS is another approach which relates to strategic behaviours and keys attribute of substantially language learners. This theory has been trying to establish a link between strategic behaviour an d actual learning gains, to demonstrate that strategies are not culturally biased, and to explain why poor strategies user differs from good strategy users only in how they use strategies in setting but not in the kinds or oftenness of strategy they use (Ortega, 2009214). Though self-regulation is a more recent alter autochthonic study that replacing the traditional emphasis on sheer frequency of strategy use. Its emphasis on the creativity of efforts employed to tame ones learning processes is the main issue I would like to point out in this essay.L2 Motivational Self Systemis another important recent theory of L2 motivation proposed by Dornyei (2005). It concerns motivation especially in terms of the theory of possible selves and the self-discrepancy theory (Dornyei Ushioda, 2011). lottery on theoretical paradigms from some(prenominal) motivational psychology and L2 motivational research, Dornyei (2005)s L2 Motivational Self System model has three main dimentions the Ideal L 2 self, the Ought-to L2 self, and the L2 Learning Experience. precept of this Essay Self-regulation Theory in Relation to MotivationDespite the position that there are many theories on motivation in the context of SLA, self-regulation theory seems to best fit this essay. The self-regulatory approach allows for the combined study of motivation and strategic behaviour, and of cognition and affect, under a single theoretical framework. As supported by Ortege (2009 211) who demonstrates a clear relevance of self-regulation theory to SLA and individual differences when learning another language poses a high-anxiety and complex challenge that demands cognitive as well as affective self-regulation, and individuals differ in their capacity to self-regulate.There have been concerns about the clear-cut of LLS, as according to Drnyei (2005 162), there is a change of perspective that the LLS are immensely ambiguous phenomena and nothing is clear-cut about them. Furthermore, Drnyei (2005 190) s tated that researchers started to accept that examining the LLS was not important as much as the fact that the good learners choose to put creative effort in their own learning and that they have the capacity to do so. Thus, because of learning strategies examine the outcome of these forces, I decided to draw self-regulation theory which is looking at the initial driving forces.The L2 Motivational Self System also does not fit in my context of describing a short language experience. It concerns more in terms of primary sources of the motivation to learn another language which are the Ideal L2 Self, Ought-to L2 Self, and L2 learning Experience. refresh of Self-regulation Theory in Second Language AcquisitionThe starting point of self-regulation theory is that human endeavours are always goal-directed, intentional, effortful and voluntary (Boekaerts et al., 2006). In the formula of multiple goals and ensuing environmental challenges, humans are capable of achieving the ends they choo se to pursue because they are able to self-regulate their behaviour (Ortega, 2009 211).In the context of SLA, L2 self-regulation is a process by which individuals direct their efforts, thoughts, and feelings toward the attainment of their personal goals, and self-regulation is neither a discrete mental ability nor an academic skill (Zimmerman, 2000). In other words, self-regulation involves processes, responses, and strategies that students initiate and regulate (Zimmerman, 1986) to activate and sustain both their behavioral conduct and their cognitive and affective functioning (Boekaerts, Pintrich, Zeidner, 2000 Zimmerman, 2001).Self-regulation theory became the recent developments in the field of L2 individual differences as there has been a need to reconceptualize the strategic behaviour into a theory over the past decades. The two main proponents for this urge are Drnyei and Skehan (2003) who have pointed out that the L2 learning strategic behavior should not be limited to OMal ley and Chamot (1990)s taxonomy of assertd heuristic and reported mental process or Oxford (1990)s inventory of self-reported frequencies of strategy use. Then, in 2005, Drnyei pushed forward the solution to theorizing learning strategies and claimed self-regulation theory as a framework for SLA research about strategic behaviour during L2 learning.Self-regulation StrategiesDrnyei has created a model of motivational strategies based on the psycholinguistic concept of selfregulation which is intended to retheorize language learning strategies by examining strategic learning in the paradigm of selfregulation (see Drnyei, 2005 Tseng et al., 2006). This taxonomy of strategic learning is based in the framework of motivation watch strategies (Drnyei, 2001) and consists of five categories. Drnyei (2006) notes that his system was based on Kuhls (1987) and Corno and Kanfers (1993) taxonomy of action reserve strategies. The categories are defined below1. Commitment control strategiesCommit ment control strategies examine the students ability to set and slay goals in their learning. It helps to preserve or increase the learnersoriginal goal commitment. For example, students may keep in mind favourable expectations or positive incentives and rewards, or students may focus on what would happen if the original intention failed.2. Metacognitive control strategiesMetacognitive control strategies involve the monitoring and controlling of concentration, and the curtailing of any unnecessary procrastination e.g. identifying recurring distractions and developing antisubmarine routines, and focusing on the first steps to take when getting down to an activity.3. Satiation control strategiesSatiation control refers to students capacity to control boredom and dissatisfaction in a learning task, and the ability to bang with these negative feelings (Dornyei, 2005). For example, students may add a twist to the task or using ones fantasy to liven up the task. These strategies can he lp to eliminate boredom and add extra attraction or engross to the task.4. Emotion control strategiesEmotional control strategies examine how learners cope with emotionally charged feeling such as stress, depression and disappointment that may hinder their language development. For example, students may use self-encouragement or using residue and meditation techniques.5. Environment control strategiesEnvironmental control strategies refer to how a student controls their learning environment in order to facilitate study. Learners with good environmental control are more aware of how their environment affects their learning and have strategies to curb these negative effects. For example, students may try to eliminate distractions or asking friends to help. Such activities will help in eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal.CHAPTER FOURPERSIAN LANGUAGE LEARNIN G EXPERIENCELearning ContextPersian Language Experience is part of the Second Language Teaching and Learning module. The aim of this language experience is not primarily for future use but to exemplify, and make more real, some of the issues connected with the language teaching and learning with which the modules deal. The instructor gives the reasons for choosing this language as followsIt is unlikely that any of the module students has learned it out front.It is an Indo-Europeaen language, and so its grammatical categories, and some of its vocabulary, will be relatively familiar to students.The course runs eight weeks, covering the first six lessons of the text edition. The students will learn in romanised transcription not the Arabic script version as the purpose is to learn a limited amount of conversational Persian (Farsi), with associated grammar and vocabulary. There will be a review session at the end of each two-lesson section. (See extension 1 for more details)The class consists of about 30 students from various nationalities, mixed with females and males, aged approximately from 20 to 25, and all the lessons are taught in English. The instructor is the native speaker of the target language.I am a complete beginner-level learner as I have no previous knowledge in Persian language or agriculture. Though, I still show a great interest in learning a new language. I see this as a challenging task, and I am highly motivated by the thought of using the language as a mean of exploring Persian culture and people.Persian Language Learning Experience in Relation to Self-regulation TheoryPersonally, I aware that learning a second language is considered as a challenging task which requires time and effort. As I am highly motivated to use the language not just only for the purpose of the module, I developed my own goal to learn the language as much as I could within the time limit. In order to achieve the goal, safekeeping my learning on track is very importa nt and the following strategies are how I regulate my Persian language learning in accordance to self-regulation theoryCommitment control strategiesDuring the first two weeks, I was very interested to learn the language when the instructor began to introduce the lesson with an easy to remember greeting phrase. I became more motivated to learn Persian when the instructor presented about the tourist places and the culture. Hence, I made up my mind that I have to take this as an opportunity to learn the language as much as I could in order to travel to the area in the future. With this in my mind, I affiliated myself to buying a Persian school text, so I would have to fully utilise the book and study thoroughly throughout the course.Metacognitive control strategiesAfter the outlet of the first quiz, I became aware that maintaining my motivation through culture exploration was insufficient, and I compulsory to review more grammar and vocabularies periodically. In other words, I need ed to structure my Persian learning by setting frequent goals. To illustrate clearly, I set mini-goals for myself to complete one or two exercises in the textbook per day. I also had a specific goal for each week that I must finish studying one chapter in the textbook before every Monday class. In the case that there were other deadlines from other courses and I could not finish one chapter by weekend, I told myself to devote a sunshine evening to complete the chapter. These mini goals provided me an opportunity to reflect and monitor my own progress each week and helped providing the motivation to focus on my tasks.Satiation control strategiesDuring the course, I was always looking for a new inspiration or a new motivation in learning the language. I enhanced my interest by searching about tourist places or Persian culture online. I also recorded my own voice to overcome boredom era learning new vocabularies or practicing pronunciation.Emotion control strategiesIt was obvious that I experienced negative feelings such as anxiety, frustration, and discouragement after the result of the quiz. I avoided interacting with the instructor in the following lesson. However, I understood that I could not keep avoiding the interactions, and it would be better if I had prepared for the lesson ahead. I tried to get rid of negative feelings and cheered myself up by reminding myself about the real aim of the course, which is to point out some issues in the teaching and learning of a second language, and that the quiz mark was simply a way to reflect on my L2 learning progress.Environment control strategiesAs the Persian lesson runs only one minute per week, learning in class would be insufficient to achieve my personnal goal. to complete the book. Therefore, I tried to have extra lessons and/or sought out excess sources of input and interactions. I look for a good environment that have easy access to time and place to avoid procrastination such as the internet I practice P ersian pronunciation through YouTube videos and study more about Persian grammar and vocabulary through free lessons online.Self-evaluationDue to the fact that I needed to reflect on my daily progress in order to incorporate received feedback on the prospective assignment, it helped me to monitor my progress and observe my strategies whether the way I self-regulate has been improving my learning or not. In terms of commitment control strategies, I had a high amount of motivation in the beginning that I wanted to learn as much as I could. I had a very high expectation of myself and even bought the textbook in hope to study further the requirement. Although, this might not be strong enough to keep myself commit to my goal, in fact it kept me prosecute in the tasks for a short period. Part of this failure was due to the fact that I did not have a definite schedule of my Persian learning and that I was distracted by other subjects. Another part might due to high intrinsic motivation, I was too ambitious to learn and did not examine my ability thoroughly.However, even though my motivation was dropped after the quiz, when I later set up the mini goals for each week, my process of learn became more structure and sustain my motivation throughout the week. In other words, these strategies help me minimizing procrastination or distraction and maximizing concentration and keeping goals in focus. This can be said that metacognitive control strategies are essential to develop a learner autonomy. As Wenden (2001 62) demonstrates that a recognition of the function of metacognitive knowledge in the self-regulation of learning should contribute to a clearer understanding of learner autonomy, especially how it can be developed and enhanced. Wendens findings on the role of metacognitive knowledge in self-regulatory process also ratify Chamot and OMalleys (1994 382) observation that explicit metacognitive knowledge about task characteristics and appropriate strategies for task solution is a major determiner of language learning effectiveness.In add-on to my satiation control strategies, the way that I always look for inspiration from different sources for my own learning can keep my learning on process. In my opinion, this strategy should be a way to increase my motivation when I feel procrastinated or bored. However, I found myself spending too much time browsing on the internet about Persian culture and had less time to review the task. I should be careful that it would not take up too much time of my daily Persian learning otherwise it would not be effective. So, it seems that this strategy might not be helpful to me sometimes because I can use it as an excuse to procrastinate.My emotion control strategies, particularly to my positive self-talk is also mentioned in a study by Bown (2009) that this technique helped learners maintain perspective on their language learning. It alleviated feelings of frustration or anxiety. Bown divided that learners used self-talk for two primary purposes (a) to remind themselves of their own motivation for learning the language and (b) to encourage themselves when they felt that they were not making enough progress. The use of this self-talk also served to help learners keep their expectations of themselves realistic, as informed by their beliefs about language learning. Learners would tell themselves that mistakes are part of learning or that it takes longer to learn Russian than other languages they may have studied previously (Bown, 2009). Though it is authentic that the use of this strategy became effective when I had a low quiz mark, in my case it must be combined with other strategies (such as metacognitive control strategies) at the same time in order to completely encouraging myself. I must have a definite plan (the mini goals) to support my positive self-talk.For my environment control strategies, Wolters (1998), citing research from Corno (1989, 1993), Corno and Kanfer (1993), and Kuhl ( 1984, 1992), pinpoints a self-regulation technique I employed (1) environmental control, for example a student who decides to go to a liquid place conducive to studying (225). In my opinion, the way that I always try to turn my surrounding environment into a learning environment for me makes me sometimes enjoy learning by myself rather than studying in the classroom. It helps me complete the mini goal I set for myself in each day. In addition, this can be supported by the study from Bown (2009). The findings suggested that effective self-regulation depended on the learners sense of themselves as agents in the learning process. Learners who recognized their role as authors of their own learning transformed the learning environment to meet their individual needs (Bown, 2009).CHAPTER FIVECONCLUSION AND DISCUSSIONIt is believed that motivation is essential in learning a second language as it can be a driven force for the learners to start their second language acquistion and it can be a force that sustain the learning throughout the acquisition. However, motivation, according to Dornyei and Ushioda (2011), is a dynamic and complicate factor which concerns about the choice, persistence, and effort of the learners in regulating thier own motivation. From this, motivation can be seen as a factor that correlate to the learner behaviour which can contribute to the learner autonomy.There are many theories which were developed to examine about motivation in relation to L2 learner behaviour and strategy use. Self-determination theory (SDT) is one of the theories that has a broad framework for the study of human motivation and personality. It is concerned mainly with intrinsic motivation and the way to which the individual is self-motivated and self-determined.Language Learning Strategies (LLS) is another approach which examines the strategies that the good language learner employ. The L2 Motivational Self System is another recent approach in relation to L2 motivation an d the self framework. It concerns three self dimensions Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience.Self-regulation refers to the degree to which individuals are active participants in their own learning. It is a more dynamic concept than learning strategy, highlighting the learners own strategic efforts to manage their own achievement through specific beliefs and processes (Drnyei, 2005). In the context in this essay, it is found that motivation became a critical factors on how the learner will choose the strategies to regulate his/herself and keep the learning process going in order to achieve goal of learning a second language. In other words, it can be argued that self-regulation of L2 learning is multidimensional, including cognitive, metacognitive, motivational, and behavioral processes that learners can impart to enhance achievement. The deliberative, adaptive process of self-regulation enables learners to handle tasks effectively and prepares them to take respon sibility for their learning (Wenden, 2001).In chapter 4, based on the Self-regulation theory, my Persian Learning Experience has been evaluated in relation to motivation. According to the four self-regulation strategies I employed, it is found that I depend much or less on motivation to regulate or control the four strategies. For instance, motivation became a crucial factor on how I use the metacognitive control strategies to change the way I learn the language. While motivation has been rarely concerned on how I chose the place to study as in the environment control strategies. Nevertheless, I could not agree more that both motivation and the four self-regulation strategies are the two essential factors that cannot be overlooked in learner autonomy and the development in the process to enhance individual learning in order to achieve the goal.Though the aim of the Persian Language Learning class was merely to experience the issues that can be raise in L2 learning and teaching, the fact that the class is conducted only one hour per week might not be enough to motivate some learners to necessitate during the lesson. In order to have a more effective class, the instructor could raise an awareness of using self-regulation strategies which I believe will be bountiful for the students themselves to have an opportunity to monitor their learning progress and develop their learning autonomy in L2 learning. As Hurd (2008) emphasises, awareness-raising of self-regulation in L2 learning is equally if not more important in independent learning setting (e.g. online environments and distance learning), where students lack the kind of social-affective support provided by regular interactions with other learners and the teacher, and typically may be engaging in language learning on top of full-time study and personal commitments.

A Comparison of Moral Conflict in Antigone and A Dolls House Essay exa

Conflict Between Individual Morals and State Laws in Antigone and A Dolls House Mother, should I trust the government? Or should I trust myself? This dilemma is a common one in a great deal of literature. In Antigone and A Dolls House, the main theme is the question of whether one should be true to oneself or true to ones state or society. Should Nora (in A Dolls House) and Antigone (in Antigone) follow the rules and do what the state and society want them to do or should they follow their own consciences? Both plays address the conflict amongst individual morals and state laws, obedience and disobedience, and understanding oneself. Antigone shows the contrast between state law and divine law. Although the two have similarities, they are enforced in very different ways. The major conflict is this according to divine law, Antigones brother must be buried, but, according to state law, Antigones brother is non to be buried due to his political standing. The divine law is a law that is the equal for everyone and does not change, whereas the state... ...hocles. Antigone. Translated by R. C. Jebb. The Internet Classic Archive. no pag. http//classics.mit.edu/Sophocles/antigone.html Comments The memorial tablet of your paper is a bit confusing. To clarify this confusion you should be consistent in your points. If you separate your paragraphs by points then be sure that you always bulge with Antigone and then in the second half of the paragraph discuss Nora or vice-versa. If you wanted to separate your paragraphs by character, then you should discuss the different points in the same order.

The Life of Hannah More and The Sorrows of Yamba :: comparison compare contrast essays

The Life of Hannah to a greater extent and The Sorrows of Yamba Hannah More has been called one of the most prolific and influential authors of her day in England (Ford ix). This proves to be true upon analyzing her heart and accomplishments in the nineteenth century. Hannah More was born in 1745 in Stapleton, Bristol, England (Hopkins xiii). Mary Gladys Jones comments on Mores life and gives the description of this literary figure as a Tory who championed the radical causes of anti-slavery and the education of the poor, a Churchwoman who attended a Dissenting Meeting House only once and employed Methodist teachers (Ford ix-x). The two main political issues that More would write about during the course of her life were anti-slavery issues and the promotion of the education of the poor and women. More herself was educated along with her sisters by her father (Damrosch 100). More and her sisters would later found a successful school which be many of her contemporaries. Local authorities felt threatened by the sisters assumption of power and were assuaged only by the Mores manipulation of traditional feminine roles (Ford xiii). In the platform in Mores school, she made a conscious effort to maintain sexual difference and inequality while upgrading or masculinizing the education of women (xiii). As a woman, Hannah More was an unusual figure in nineteenth-century England. She was unmarried and very publicly voiced her opinion. After a failed engagement, More sought financial independence (Damrosch 100). More began create her works to the general population. Her works were sell cheap, and preachers, missionaries, or landlords handed them out (Damrosch 189). Since More celebrated the godly, self-disciplined layperson who looked out for the common good she sold her works very inexpensively (Ford 1). At a half-penny to one and one-half penny per installment, Mores writings became popular amongst the poor in society (128). More had labor ious political beliefs that explain much of her writing and methods. She had a long-held belief that aristocratic virtue, whether civic or personal, dictated general morality which, in turn, ensured the soundness of the farming (xii). Her moral beliefs are directly effected from her religious beliefs. More fought for anti-slavery laws in hopes that the abolition of the African slave trade and the observance of Sabbatarian laws, among other measures, would dismiss similar divine retribution against the British ruling classes (84).

Infidelity in Othello Essays -- Othello essays

Infidelity in Othello Two important scenes in Othello are the lure scene (3.3) and the Willow scene (4.3). Although the progeny of discussion in both scenes is infidelity, the two scenes contrast more than they compare. First, the setting is different in the two scenes. around of the come-on scene takes place outdoors, in a garden. The atmosphere is open but the conversation stifling. In this scene, Iago tricks Othello into believing Desdemona is cheating on him with Michael Cassio. In the Temptation scene, Iago conjures up images of infidelity in the mind of Othello. Upon seeing Cassio leave the side of Desdemona, Iago looks on the scene with disdain. Unsuspecting Othello asks Iago what is wrong. Iago speaks of Cassios leaving as stealing away so guilty-like, / comprehend you coming (3.3.43-44). In this way, Iago plants his first seed of discord. Next, Desdemona beseeches Othello to reinstate Cassio. Angry at her persistence, he asks for some m alone. In this time alone, h e scolds himself for his frustration. Yet Iago invades this time so he may sow more seeds of jealousy. Othello knows Iago to be honest, so when Iago seems disturbed at the relationship between Cassio and Desdemona, Othello becomes alert. Moreover, Iago continues by reminding Othello of Desdemonas deception of her father (3.3.233-235). At this point Othello begins to doubt the fidelity of his wife. Iago notes Othellos change saying, I see this hath a little dashed your spirits (3.3.244). He says, I do not find but Desdemonas honest(3.3.258). But two lines later he professes, And yet, nature erring from itself-- (3.3.260). Then Othello begins a soliloquy expressing, This fellows Iago of exceeding honesty (... ...ons. The main topic of discussion is the same in both scenes. Yet the characters approach the question in different ways. Furthermore, each scene has a masculine character and a feminine character. Finally, the differences in passivity and aggressiveness vary from character to character. Works Cited and Consulted Bevington, David, ed. William Shakespeare Four Tragedies. New York Bantam Books, 1980. Ferguson, Francis. Two Worldviews Echo Each Other. Readings on The Tragedies. Ed. Clarice Pitt, Angela. Women in Shakespeares Tragedies. Readings on The Tragedies. Ed. Clarice Swisher. San Diego Greenhaven Press, 1996. Reprint from Shakespeares Women. N.p. n.p., 1981. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http//www.eiu.edu/multilit/studyabroad/othello/othello_all.html No line nos.

Beyond Good and Evil: Nietzsches Philosophy on Good and Evil Essay exa

Friedrich Nietzsche was a philosopher in the 1800s. His work has since influenced, impacted, and brought forth new questions for numerous philosophers to follow. One of Nietzsches famous writings Beyond Good and Evil expresses his views on society and the cardinal different classes it holds, slave and master. He expresses his belief that the two are in warfare with one another, the strong (master) fighting for the will to power, while the weak (slave) tries to pull the master down to their level using underground forms of revenge. Nietzsche believed the slave morality was one that included humility, obedience, and submission, and was the destructive woof and attribute of Christianity, while the master morality was full of arrogance and pride and that power of human himself is what needs to be attained. Nietzsche sought to prove that the master morality was the only true way to success in life and this was to come at any(prenominal) cost, even the cost of another weaker individu al. Nietzsches theories do not hold true against the ultimate truth of the Bible, where in which all has been tried and proven true, clock and time again. Master MoralityTo Nietzsche the master morality was the attribute of the ultimate race, a race not of color or ethnicity, but one that fought for power. The master were those who by force and power sought after what was good, which included anything that would be helpful. Not concerning them selves with society as a whole, only with rising to power and the obligation of self. The masters he believed were to dominate the slaves and the slaves should just willingly submit. The master morality was often attributed with qualities such as power, nobility, and independence, placing them beyond good and evil. Striving t... ...God came to give us life but that the enemy comes to kill steal and destroy, so it appears in Nietzsches case the enemy won. God made His choices clear and told us what choice to make in Deuteronomy 3019 where He says chose Him, choose life Choosing life is choosing Gods way, and His way includes nothing of the master morality Nietzsche claimed so much passion about. I am however saddened about the choice Nietzsche made and angry about the deception of the devil, but I am glad about one thing, that is that I do not have to choose a master or slave morality, rather I choose God, who is the writer and perfector of my faith and we be the Ruler of me and my house for evermore. Work CitedThe New Oxford Annotated Bible With the Apocryphal/Deuterocanonical Books, New Revised Standard Version. Michael D. Coogan, editor. New York Oxford UP, 2001. Print.

Comparing Social Classes in Toni Morrisons Recitatif and Guy de Maupas

Comparing Social Classes in Toni Morrisons Recitatif and Guy de Maupassants The Necklace Toni Morrisons Recitatif and Guy de Maupassants The Necklace represent social coursees according to the influence of the narrator. Therefore, the overview of the presented classes is biased. Although Recitatif and The Necklace provide images of several different classes, the class level of the narrator conveys generalizations about each of the respective class levels relative to the story. slice the society level of the narrator of The Necklace is fairly obvious through careful reading, the social status of Twyla, the narrator of Recitatif is directly stated. Twylas husband, Josh, is a firefighter. Therefore, he is a atom of the working, fondness class society. Their extended household lives in an average neighborhood and the family members lead common lives. Although the main character of The Necklace is also a member of the middle class, the narrator belongs to a wealthier society. This is evident through the narrators description of Mathilde. For example, the very first sentence of The Necklace, She was one of those pretty and charming girls who are sometimes, as if by a mistake of destiny, born in a family of clerks (67), indicates that Mme. Loisel is shallow and self-centered. Although the narrators of Recitatif and The Necklace are from different classes, each employs similar methods to create sympathy for their respective society and malevolence toward the class of the storys antagonist. Although Twyla and Roberta both display several character flaws in Recitatif, Roberta is the ultimate wrongdoer. Twyla and Roberta begin having problems with their friendship followin... ... of fiction. Though frequently overlooked, this factor often affects a storys plot with as much of an impact, if not more, as the setting and point of view. Generalizations regarding the different levels of society are subtly intertwined with other important fac ts. The society of a short storys narrator, whether the narrator is an active character or outside the story, is an influential factor concerning the presentation of the different classes in the story, therefore directly affecting the plot. Works Cited de Maupassant, Guy. The Necklace. Understanding Fiction. third ed. Eds. Cleanth Brooks and Robert Penn Warren. Englewood Cliffs, NJ Prentice Hall, 1979. 67-74 Morrison, Toni. Recitatif. New Worlds of Literature Writings from Americas Many Cultures. 2nd ed. Eds. Jerome Beaty and J. Paul Hunter. New York Norton, 1994. 210-225