21 Bucket List Items For Graduating College Students

21 Bucket List Items For Graduating College Students The idea of a bucket list - referring to things someone should do before he or she kicks the bucket - doesnt just have to apply to older folks. Students, too, can make their own bucket list to make sure they get in every last memory and bit of fun before tossing their caps at graduation. Here are some things to consider adding to yours: 1. Confess a Crush   Scary? Sure. But if you think youll regret not telling a certain someone how you feel about them before you both part ways after graduating, its time to go for it. After all, even if it doesnt go well, you wont have to really see them again, right? 2. Take Pictures of People Who Have Made a Difference in Your College Life   When do you think back on your years at school, who mattered most? A certain professor or two? Several friends in particular? Maybe a mentor or administrator? Even if youre convinced that youll stay in touch with these folks for years, take a picture anyway. You can laugh at how young everyone looked when youre old and gray and reminiscing about all the silly things you did in college. 3. Thank Your Favorite Professor Chances are one professor, in particular, stands out for the influence he or she had on you during your time in school. Tell them thanks before you leave. You can thank them in person, write an email or even leave a small thank-you note (or maybe a gift) for them on graduation day. 4. Try Food You Never Did Somewhere on Campus If youve never tried a certain kind of food on campus, gather your pride and dig in before you graduate. Youll get a good experience exposing yourself to something new and - you never know - you just might end up liking it.   5. Buy Yourself a Graduation Gift  From the Bookstore Sure, your funds are probably even tighter than normal around graduation time. But pinch your pennies and reward yourself with a gift, no matter how small, from the bookstore. A simple keychain, license plate holder, bumper sticker, business card holder  or travel bag will remind you for years to come about one of your greatest accomplishments so far. 6. Thank the People Who Helped Pay Your Way If scholarships, your parents and/or others helped pay your way through school, make sure to let them know how much you appreciate their support. One suggestion: Include a picture of you in your cap and gown on graduation day in a simple but heartfelt thank-you note. 7. Write Something for the School Paper You may be shy, you may not think of yourself as a good writer and you may have never written for the paper before. But youll be graduating soon - meaning youve succeeded at college and have important advice to share with your peers. Ask the editor if you can make a submission, and take a few hours to put something together that passes along your wisdom. 8. Take a Picture of Yourself and Your Room It may seem silly now, but how fun will it be to look back at how you looked and what your room/apartment looked like five, 10 or 20 years from now? Dont let something that you see every day now slip away with time. 9. Go to a Part of Campus Youve Never Been Before Even if youre at the smallest of schools, head to a corner of campus youve never been before. You just might get a new perspective of how things look and come to appreciate a side of your school that feels brand new just as every other part of it is feeling old. 10. Go to a Sports Event Youve Never Been To   Football and basketball games may be all the rage on your campus, but try something new. If its a gorgeous day, grab some friends and some snacks and go watch a softball or Ultimate Frisbee game. Its a great way to relax and get a new college memory. 11. Go Swimming in the Campus Pool Many students forget theres a campus pool - or are too self-conscious to use it. But these pools can be huge, gorgeous and a lot of fun. Grab your suit, leave your insecurities behind and go have a ridiculously fun game of  Marco Polo  with some friends. 12. Have Your Favorite/Most Influential Professor Sign a Book They Wrote When you think of which professor has been the most brilliant during your time in school, one or two undoubtedly stand out from the rest of the crowd. Have them sign a copy of their latest book before you graduate for a great keepsake youll cherish for years. 13. Participate in a Campus Tradition Being tossed into a fountain on your  birthday? Going on a midnight excursion with your  fellow sorority or fraternity members? Make sure to participate in at least one campus tradition before you graduate for a lasting, irreplaceable memory. 14. Attend an Event on Something You Know Nothing About You went to college to learn new things, right? So head on over to an event youd normally  never  consider attending. You dont have to do anything other than listening and learn. 15. Treat Yourself to a Nice Meal Off Campus You may be so used to bad muffins in the campus coffee shop and the same dishes in the dining hall that heading off campus for a nice meal seems completely out of the realm of possibility. Chances are, however, that you can ask around and find a super yummy, affordable place that will provide you  with a great meal  and a great memory. 16. Vote in Student Government Elections OK, sure, you may have thought they were boring or unimportant before. But now that youre graduating, you have a pretty serious responsibility to leave behind a strong legacy and support system for the classes that will follow you. Honor them by voting  for student leaders  who you think will maintain the standards other students set for you when you first arrived on campus. 17. Go to a Professional Sports Game Off Campus If you live in a big city and have never been to a professional sports game, now is the time to go! After all, how silly would you feel if you had to confess, for years and years after you graduate, that even though you lived in, say, Boston for 4 years, you never saw a  Red Sox  game? Grab some friends and head out. 18. Go to a Cultural Event in Town Even if you live in what you consider to be the smallest of small towns, theres a culture there that cant be replaced and that youll probably miss once youre gone. Go to a poetry slam, a performance, a county fair or anything else being put on in town and absorb all you can before you move somewhere new. 19. Go to a Museum in Town You never know what history your college town has to offer. Challenge yourself to learn a little more before you graduate by hitting a museum in town. It could be an art museum, a history museum, or even something that speaks to the unique identity of your city. Even better: Use your  student discount  for admission. 20.  Volunteer Off Campus Even if you dont interact with people off campus all that much, the community that surrounds your school has helped make your experience possible. Give back a little by volunteering for a one-day, one-month, one-semester, or one-year commitment to an off-campus organization that supports your own values and priorities, too. 21. Do Something That Scares You If you look back at your college years and realize you played it safe, you might not be pushing yourself  out of your comfort zone  enough. Take a deep breath and challenge yourself to try something new and scary. Even if you regret it, youll learn something about yourself.

Critical Review C Essay Example | Topics and Well Written Essays - 250 words

Critical Review C - Essay Example would have agreed that Johnson controlled the environment efficiently through his description of what makes a house a house and avoiding too much control of the outside environment, as he discussed in the article, â€Å"The Jacobs House.† Banham is right to argue that the glass house is not a controlled environment, but an un-house, but Wright would have stressed that Johnson controlled the environment to some extent when he made a house that serves as a house without rejecting the outside environment’s presence altogether. The glass house is an un-house because it has two basic elements, â€Å"a heated brick floor slab and standing unit which is a chimney/fireplace on one side and a bathroom on the other† (Banham 79). The house becomes a â€Å"service core set† (Banham 79). Banham means to say that this an un-house because it defies the traditional need for a visual enclosure and other gadgetries. The emphasis is not on control, but on living outside the European model of a monumental structure (Banham 79). Wright would note, nevertheless, that Johnson did control the house in terms of functionality and did not control it through its openness. The glass house is simple and cost-efficient in its design and remarkable for its openness. Wright would appreciate that nonexistence of windows, and that the glass walls are the windows. Wright says that: â€Å"The way windows are used is naturally the most useful resource to achieve the new characteristic sense of space† (262). Indeed, the glass house looks out to the space, which Banham calls the â€Å"Great Out There† (79). The effect is the absence of division between the inside and the outside. The un-houseness of the glass house removes many obstacles that separate it from its natural environment. The irony of the controlled environment is having less control of the visible space through the nearly seamless interaction between the outside space and the inside space. A house should serve its main purpose of sheltering

Nursing articles on HIV Annotated Bibliography Example | Topics and Well Written Essays - 2500 words

Nursing articles on HIV - Annotated Bibliography Example In this article he has discussed in detail that not human immunodeficiency virus is a virus that can be present not only in young people but is increasingly being present in older aged people. In this article a research has been shown which states that HIV positive cases in people over fifty years are dangerously raising and this particular trend have been extensively observed in UK and US. As human immunodeficiency virus is increasing in older aged people it is giving birth to a new challenge in the field of health care for nurses. It is definitely an extremely difficult task to handle aged patients. Through a research conducted in UK it has been concluded that nurses are facing an extremely difficult time handling the aged patients. The article then discusses that although it is a challenging task to handle aged patients but it is necessary that nurses must be trained such that they can handle all sorts of cases and provide every patient with high quality care, attention and devoti on. Nurses cannot neglect any patient or pay less attention towards any patient. It is her duty to pay equal and high quality care and attention towards each and every patient. In the article it has been clearly mentioned, the age of people who are referred to as aged. The article also explains that aged people are morally weak and they need more attention and care and it is the duty of nurses to provide them with such care. He has concluded by mentioning new researches that are being carried out for HIV patients and that more awareness needs to be created in nurses regarding health care roles. Walsh, E. C., Horvath, K. J., Fisher, H., & Courtenay-Quirk, C. (January 01,... This essay stresses that as human immunodeficiency virus is increasing in older aged people it is giving birth to a new challenge in the field of health care for nurses. It is definitely an extremely difficult task to handle aged patients. Through a research conducted in UK it has been concluded that nurses are facing an extremely difficult time handling the aged patients. The article then discusses that although it is a challenging task to handle aged patients but it is necessary that nurses must be trained such that they can handle all sorts of cases and provide every patient with high quality care, attention and devotion. Nurses cannot neglect any patient or pay less attention towards any patient. It is her duty to pay equal and high quality care and attention towards each and every patient. This paper declares that human immunodeficiency virus/ acquired immune deficiency syndrome are becoming an epidemic in most parts of the world. The articles discusses that through research it has been observed that in countries where the cases of human immunodeficiency virus/acquired immune deficiency syndrome were minimal in the past years, now are a place of rapidly increasing cases of HIV/ AIDS and in those countries where the cases of HIV/ AIDS were already high, human immunodeficiency virus have become an epidemic in those areas. Certain modifications were made in the policy so as to help the nurses to properly manage, interfere, and ink out the results of HIV rapid testing.

Diversity in management development Essay Example | Topics and Well Written Essays - 250 words

Diversity in management development - Essay Example Diversity in management ensures that there is the removal of barriers and permit equality in employment and promotion for job seekers and employees. Diversity ensures that all employees are empowered to reach their full potential and grow both personally and professionally. It serves as a key to growth in the modern competitive worldwide marketplace (Cole & Salimath 2013). Firms that seek to dominate the world market relevancy need to embrace diversity in how they act and innovate.  It is important for any organization to attract and hire a diverse workforce that reflects the communities where the organization operates in order for them to have a sense of ownership. Effective diversity management leads to an environment that accommodates and supports individual differences and capitalizes on the talents that exist in a workforce. A diverse staff boasts of expert knowledge of the surrounding communities and helps a firm to expand to other markets and customers. Employing from diverse groups helps a business to avoid a lack of labor by having a larger pool of applicants from which a firm can draw (DWL

Dichotic Listening Task Analysis

Dichotic Listening Task Analysis Miss Emma Elizabeth Dorothy Meredith What does the dichotic listening task tell us about how we attend to information? Discuss this with reference to early and late selection models of attention. Attention is a selection process and is invaluable to our everyday lives. We use our attention for many things such as crossing the road, watching over our children, or even while multi-tasking (which is an invaluable skill in today’s world). Psychologist William James (890), talked about two modes of attention; Active attention which is indicative of an individual’s goals and expectations and controlled in a top-down way; and passive attention which is controlled in a bottom-up way and is effected by external stimuli (Eysenck, Keane, 2010). The way attention works brings about a host of questions which has generated much research in to this field; questions such as how much information can we take in at once? What happens to the information to which we are not attending? Do distractions from unwanted information cause attention to fail? Other questions are how do we process the information coming through our senses? And when in the process do we filter out that which i s not relevant? (Naish, 2010). This essay will be concerned with where the filter lies in the process and will compare and contrast early and late models of selection, drawing on research in this area which has used dichotic listening tasks to help explain how we attend to information. The dichotic listening task is a method commonly used by researchers in psychology to explore selective attention. Participants are asked to wear headphones, in which they are then presented with multiple sounds representing that of the real world. These different sounds are played in each ear and are easily manipulated (Naish, 2010). Broadbent (1952, 1954) used the dichotic listening task to support the bottleneck theory of attention. This theory proposed that information is selected on the basis of ‘low level’ physical characteristics such as location of sound, pitch and gender of speaker, and only this information is processed which would suggests that this bottleneck in the attentional system is such that only a limited amount of sensory information passes through it. Broadbent argued that this bottleneck occurs early on in the filtering process. To demonstrate this theory, Broadbent used the dichotic listening task in which he used two conditions where the participa nts are asked to listen and repeat different numbers. Pairs of different numbers are played to each ear. They then have to report these numbers back either by confirming the numbers heard in each ear (condition 1) or reporting the numbers in the order they were heard (condition 2). Broadbent’s findings were that generally participants found condition 1 easier than condition 2 and that participants generally couldn’t remember the ignored message in one ear when close attention was paid to the message in the other. However he found that with short messages, participants could access the neglected information a short time after, as it would be stored in the echoic memory. Physical features such as pitch and location were also found to be used by participants to track messages. From this, Broadbent concluded that switching attention back and forth between ears took up more cognitive resource and that the physical features were also used to filter information. He also propo sed that all information is received in parallel and then sorted based on the perceptual characteristics. It is only then that the signal wanted is passed on for processing, anything else is blocked which protects again overloading of the semantic processor (Naish, 2010). Broadbent’s early filter theory has been criticised he argument being that if we haven’t extracted meaning out of the sensory information then how do we know to discard it as not relevant. Theories which contrast Broadbent’s early filter theory shall be looked at next. Attenuation theorists suggest that only the shadowed message in dichotic listening tasks are fully processed, however everything else is not blocked, it is just attenuated. Treisman (1960) discovered that some participants, when shadowing a message, would say a word that had been presented in the unshadowed message. She found that this was usually because the word was plausible in the context of meaning in the shadowed message (Eysenck, Keane, 2010). This led Treisman (1964) to propose the attenuation theory which is that all information is perceptually processed in parallel then sent through for processing semantically. The attended message would be left untouched and then, in contrast to Broadbent, all of the other information would be attenuated and analysed, rather than blocked which explains why the attenuated message will sometimes be attended to (such as in the cocktail party effect where you can be attended to a conversation in one part of the room, hear your name in another part of the room and then switch your attention to that conversation) and also illustrates a flaw within Broadbent’s early Filter theory. Treisman used the dichotic listening task and shadowing to illustrate attenuation. Participants were asked to shadow a story being played in one ear ignoring what was being played in the other ear. She found that participants began to shadow the other ear if the story switched ears, contradicting Broadbent’s theory as they shouldn’t be aware of the story continuing in the other ear. Treisman proposed that this was due to priming where the temporary sensitisation of a word due to the presence of another causes the listener to assume what the next word will be. She also claimed that the location of the bottleneck was likely to be more flexible than Broadbent had suggested (Naish, 2010). Certain words, such as own name, may also be recognised easily in the unattended message. It was demonstrated by Underwood (1977) that the primi ng effect became stronger if there were several linked ideas used to prime rather than a single word. Underwood also concluded that sentences are processed as whole units but only when attended as the priming effect was also much stronger when the story starts in the attended ear and then switches to the unattended ear rather than vice versa (Driver, 2001). It has already been mentioned that Broadbent had found that information could be stored in the echoic memory and it is also true of the iconic memory when it come visual modality. He argued that if we could switch attention rapidly into the appropriate sensory buffer then it would be possible to process unattended information. Broadbent was, however, cynical about this as he believed that it took 500ms to shift attention, but it actually takes 50ms (Tsal, 1983 cited Eysenck, Keane, 2010). This means that shifting attention to that information in the echoic memory can be as efficient as shifting attention to the actual object. Tre isman argues that the reason for this sporadic semantic processing of the unattended information is due to a leaky filter. In contrast, Broadbent argues that it depends on what is called ‘slippage’ by Lachter et.al (2004). That is attention shifted to supposedly unattended information, therefore it is not unattended (Eysenck, Keane, 2010). There are three other studies that showed unconscious awareness of the unattended material. Corteen and Wood (1972) conducted an experiment where participants were conditioned with a mild shock to city names until they showed a Galvanic Skin Response (GSR). They still showed GSR to these words and cities they hadn’t been conditioned in, when they occurred in the non-shadowed message, although consciously they were not aware of them (Naish, 2010). Corteen and Dunn (1974) also conditioned their participants to certain words so that they would exhibit GSR upon hearing them. To demonstrate non-awareness, participants were instructed to make a conscious response when a conditioned word was played. They failed to do this most of the time when the conditioned word was played in the unattended ear and exhibited GSR. This suggests that some processing for meaning must take place and contradicts Broadbent’s early filter theory (Driver, 2001). Von Wright, Anderson and Stenman (197 5) suggested that meaning can be processed without awareness. They established that a GSR was caused by related words, even synonyms, for the conditioned word by conducting a dichotic listening task where the participants were presented with two lists of words auditorially and asked to shadow one list and ignore the other. The findings were that this indeed happened and a GSR effect occurred when the words were in the non-shadowed list or were very similar sounding words (Eysenck, Keane, 2010). As already mentioned, attenuation theory helps to explain the cocktail party effect and also Corteen and Dunn’s finding. It confirms that unattended information might be available for identification not meaning. There is also less perceptual information to be identified with special words such as own name. Attenuation theory also explains why participants will follow a message from one ear to the other as both messages are being processed however priming makes related words in attenuated messages easier to identify at switching point (Driver, 2001). It may also be possible to explain auditory attention (how we deduce distinct â€Å"sound objects† to attend to, such as one person’s voice among many) by extending visual attention theories that explain how we deduce and attend to objects in our spotlight of attention. This suggests the same neural mechanisms may lie beneath both types of perception (Shinn-Cunningham, 2008). It is proposed by late selection theorists that all information is processed. It’s only the pertinent material that is made available Deutsch and Deutsch (1963) suggested that all messages are processed both perceptually and semantically, with the most important or relevant stimulus deciding the response. This puts the bottleneck much closer to the end of the processing system than both Broadbent’s and Treisman’s theories (Eysenck, Keane, 2010). Another theory suggested by Norman (1968) was that all information must be processed to the point where meaning is designated from memory (Naish, 2010). However, late selection theories were later falsified by developments in neuroscience. Neurophysiological studies took place which provided evidence against the theories of Deutsch and Deutsch. Coch, Sanders and Neville (2005), using the dichotic listening task, asked their participants to attend to one of two auditory messages. The task for the participants was to spot p robe targets which were presented on both the attended and non-attended messages. Event-Related Potentials (ERP) were recorded from each participant. It was found that ERPs appeared 100ms after the probe was presented and was greater when the probe was presented on the attended message. This suggests that there was more assessing of attended probes rather than unattended probes. However, if processing happened in the way Deutsch and Deutsch theorise, then there wouldn’t be any difference in the ERPs recorded (Eysenck, Keane, 2010). Each of the theories uses the dichotic listening task to provide evidence to support their theory. We know that attention is a limited resource and that we can’t focus on everything within our environment. The three major theories do give us an insight in to this. Broadbent’s early selection theory argues that the filter comes before the information is given meaning, but if this was the case then we wouldn’t be able to identify our own name when spoken in the unattended ear. Deutsch and Deutsch went on to argue that the filter happens after the information has been given meaning , so you register and assign everything a meaning then the filter decides what to pass on to conscious awareness. However, as attention is limited, this seems like a waste of resource to assign meaning to information that you will never need. So, Treismans attenuation theory fits nicely in between Broadbent’s early filter and Deutsch and Deutsch late selection filter and argues tha t the information into the unattended ear weakens but is not eliminated, that some of it will get through to the perceptual processes and be given meaning. The input from the unattended ear will still be given meaning but not as high priority as that in the attended ear. If, at this point, the unattended information is important (like hearing your names across a crowded room) then attention can be switched and you attenuate the previously attended to ear. The jury is still out on which of these theories is the ultimate when it comes to helping in our understanding of selective attention, however, each if the theories has been pivotal in how we view selective attention and this is important because attention is crucial to any other cognitive function that we perform. Word count: 2046 References Driver, J. (2001). ‘A selective review of selective attention research from the past century’,British Journal of Psychology,vol. 92, pp. 53–78. Edgar, G. (2007). ‘Perception and attention’. In D. Miell, A. Phoenix, K. Thomas (Eds), Mapping Psychology (2nd ed., pp. 3-50). Milton Keynes: The Open University. Eysenck, M. Keane, M. (2010). ‘Visual perception and attention’. In Cognitive psychology: a students handbook. (6th ed. Pp 153 – 201) Hove, Eng. New York: Psychology Press. Naish. P., (2010). ‘Attention’. In Kaye, H. (Eds).Cognitive psychology (pp 29 – 62). Milton Keynes: The Open University Shinn-Cunningham, B.G. (2008). ‘Object-based auditory and visual attention’,Trends in Cognitive Sciences,vol. 12, pp. 182–6.

Rates of Reaction :: GCSE Chemistry Coursework Investigation

How does temperature affect the rate of reaction between sodium thiosulphate and hydrochloric acid? Temperature and Rate of Reaction Question How does temperature affect the rate of reaction between sodium thiosulphate and hydrochloric acid? sodium thiosulphate + hydrochloric acid sodium chloride +water + sulphur dioxide + sulphur Na2S2O3(aq) + 2HCl(aq) 2NaCl(aq) + H2O(l) + SO2(aq) + S(s) Prediction I predict that the higher the temperature, the more quickly reaction will occur. This is because with heat, the particles of sodium thiosulphate and hydrochloric acid have more energy. This causes them to move around more. It works like this for all substances, not just those two. Chemical reactions require collisions, and if particles are moving around more quickly they are obviously more likely to collide. It is just like in a crowded street. If the people are moving quickly it is more likely that they will bump into each other then if they are moving slowly. It is in this way that particles of solutions react. I found out from preliminary research that the particle theory explains that chemical reactions require a collision between the particles of the reactants, at a certain velocity and angle. If this angle or velocity is not achieved, the substances will not react together. I also found out that the factors that affect the rate of a reaction are the surface area of the solid reactant (if there is a solid reactant), the concentration of the aqueous reactant(s), the presence of catalysts and temperature. In this experiment we are only interested in temperature. Where temperature is not high enough to provide energy for the particles to move at a high enough speed, the particles will just not react, or rather, not as many particles will be able to react together in a certain amount of time. At 0-10Â °C, I predict that the reaction will take a very long time to react. The reason I say this is because although the particles will be moving around, they will not be moving at a high enough velocity. For chemical reactions to occur, the particles must be travelling at a particular speed, and this requires energy. At this temperature I do not think that it will give the particles enough energy to convert into movement. Between 11-40Â °C (this includes 3 temperature intervals - 11-20Â °C, 21-30Â °C and 31-40Â °C), I predict that the reaction will occur more quickly than that of 0-10Â °C. I think the reaction rate will decrease dramatically at this temperature. I predict this because there is more heat to provide energy to the particles of the reactants. This energy causes the particles (of sodium thiosulphate and hydrochloric acid) to

Bilingual programs and language interventions: the challenges

INTRODUCTION: A large problem with bilingual education programs is they simply do not work. Most do not take into account the social and cultural factors the weigh heavily on being able to learn a second language (Berry and Williams, 2004). There is too much variability in the programs to be effective. The earlier the intervention takes place the more likely, the program will work. The goal is to develop a more uniform early grade intervention. Children are more likely to learn more languages as their cognitive functions are still in their primitive development stages and are therefore able to pick more information than an adult mind. The capacity to learn new words is higher in a child than in an adult (Franquiz, 1998). Therefore, any linguistic programs that are introduced in the early ages are more likely to succeed. Why Problem Exists There is a large discrepancy in the number and quality of English acquisition programs in the United States. Many teachers in these areas are not properly qualified and there are little resources available to them in this area. Teacher and peer interaction is vital in the development of English for both native and non-native English learners (Haworth et al, 2006). The lack of knowledge of English language is not only present in the foreign students or children with different mother tongue, but has also been seen in children of English speaking families. The lack of vocabulary is the single determinant cause of poor language development that can take place in any child. The lack of vocabulary may make it difficult for these children in language or knowledge acquisition.(Silverman, 2007) Children who are not used to story reading, read alouds, and good instructions on use of words are likely to suffer from poor language skills. Experiments have shown that good vocabularies improve language with almost equal speed in English speakers and non speakers alike. (Silverman, 2007) The role of teachers and their characteristics seem to have an important bearing on the quality of teaching that they possess. Many studies now prove the positive outcomes of a good teacher on a child. These positive outcomes are independent of the social or the home background the child may have(Franquiz, 1998). While in the past these studies were limited to other subjects, there are researches that have shown a somewhat similar outcome in language teachers as well. A good teacher is seen to improve the outcomes of children regarding the different language tasks such as phonation, letter and word use, grammar and composition etc. (Cirino et al, 2007) Many countries in the world look towards English speaking countries as the best places for education. Along side studies in these countries help in improving the proficiency of English language among these people, which in turn can help them advance in their professions. While this dream may be the best intentions of a parent, they are not ideal in nature. There seems to be a stigma placed on bilingualism and biculturalism. Children of different cultures when exposed to an English speaking environment may feel out of place to their social and cultural norms.   This can directly effect how a student performs in the classroom. The research carried out by Barry and Williams was aimed to identify the problems that many Hong Kong children face when they are exposed to international English speaking environments. The students surveyed outlined many issues that cause problems in the language learning. These included linguistic problems such as listening, speaking, writing, vocabulary and reading. Such children were in the listening end to understand what others were saying. (Berry and Williams, 2004) Many teachers need to know the benefits of having a bilingual classroom and the how to better support their students (Macrory, 2006). This lack of quality programs, ill prepared informed teachers, and high variability between programs produces very poor results by the students. Some studies show that almost a quarter of students in bilingual education do not become bilingual (Pearson, 2006). The goal of this intervention is to provide a more effective program for bilingual students. More so, interventions require teachers who are proficient in teaching children English and other languages properly (Ng, E.,1999). Language acquisition is an innate quality of an individual, and is an individual capacity of each human mind to learn it. There are many factors that govern the ability to learn a language. Apart from the innate ability of an individual to do so, metalinguistics, consciousness, teaching methods at school and acquisition of written system of language are also important deciding factors in the language learning.(Collier, 1995) Also of help in this area are issues such as phonology, vocabulary, the grammar, meaning and discourse etc. The acquisition of a second language is therefore a high thought process that requires a positive and continued quality feedback in order to be successfully learned. (Collier, 1995) The concept of provision of meaningful education among the children is an important concern for the educational boards. Yet the proper education teaching practices remain unknown. There are many reasons why these policies have been unsuccessful (Tencer Garrity, T. L. 2003). The first and the foremost problem was failing to identify language as part of the social context and social issues and that English may not be the mother tongue of many children.(Collier, 1995) Intervention The intervention will focus on trying to improve English ability at a young age. The goal is to try to increase the English ability of the students quickly and effectively. Research has shown that students learn faster in single language classrooms (Pà ¡ez, Tabors, and Lopez, 2007). For the purpose of this intervention, the classrooms will then be monolingual. The students will be taught all week in almost all Spanish. The intervention will be a daily English vocabulary lesson. They will lean the pronunciation, spelling, and meaning a few new English words every day. Since they will have a frame of reference since knowing the vocabulary in Spanish, they will be better able to process this information. A study by Silverman showed that English learner children can learn English at a similar if not faster rate than native English speakers. This intervention should be effective(Franquiz, 1998). Testing †¢ The intervention will tested on if the English ability of the students improved after the intervention. †¢ To do this the students will be given an English vocabulary pre and posttest. †¢ This will take part in three classroom at three schools †¢ The SES of each class and school will be roughly the same †¢ There will be two English learner groups and one Native speaker group †¢ Quasi experimental since you cannot control for a some variables such as some children being more familiar with English than other. †¢ The measure will test how much vocabulary the children in the program were able to learn. †¢ To be effective the English learner children should have learned the vocabulary at a similar rate as the native English speakers. DISCUSSION: These interventions in many ways depict the conceptual models that were introduced in the past, which comprised of essentially four components. Language in the past was not recognized as part of the cultural and social practices (Ng, E.,1999). This misidentification has led to the apparent failure of the language acquisition and language teaching procedures. According to Collier (1995), the acquisition and learning of a second knowledge is based on socio-cultural, linguistic, academic and cognitive processes, which in turn may be different for different children. These factors are so interdependent that examining one with out the influence of the other is impossible. (Collier, 1995) The sociocultural facet of language acquisition is in many ways similar yet dissimilar to the social factors of the society. Each individual has exposure to different societal influences, and thereby may have variable exposure to a certain language (Berry and Williams, 2004). In a class room environment, these exposures can lead to increase in confidence or increase in anxiety in the language development (Tencer Garrity, T. L. 2003). While those exposed to a certain language may feel at home with their own language studies and may perform well, others may feel anxiety and may not respond to it at all. The society’s pretext and manner towards the minority also causes many effects on the individual’s performance, for discrimination and prejudice may cause negative outcomes within an individual about his or her identity. It is in this context hypothesized that the introduction of positive environments may help in achieving results sooner, and thereby improves outcomes in language acquisition. (Collier, 1995) Language learning can also lead to affective problems in learning. These affective problems include lingual affective problems and social cultural affective problems as mentioned above. The confidence levels may not be very high in such cases, and this can affect their progress in their studies.(Berry and Williams, 2004) The role of a teacher under such circumstances becomes impirical, as it is them who will help build up the confidence of the children from different social and cultural backgrounds. (Berry and Williams, 2004) Language learning therefore is the method where proper learning also requires understanding and â€Å"learning† the culture of the language. If a person is to achieve bilingual competency, he or she must be able to carry out three processes. He or she must first learn the controls of linguistic rules of both languages. He or she must be able to encompass new cognitive dimensions associated with language. Finally he or she must be able to achieve the mental functions that are necessary for language acquisition. (Haworth et al, 2006) Yet simply labeling the mental faculties and predisposition towards learning languages and not considering the conscious efforts in learning it is not possible. It is through this manner that a teacher is able to confer this knowledge to his or her students. The teacher systematically helps a child in learning new methods of vocabulary and sentence learning, and thereby helps him or her in creating the foundations of the new language (Wright, S. C., & Bougie, É., 2007). Interventions such as those mentioned above can help in creating better bilingual students who are at ease in their social and cultural environments. The teachers play an important role in helping foreign students get over their anxiety of discrimination and difficulty in fitting in to a new society (Wright, S. C., & Bougie, É., 2007). Interventions at an early stage provide better results than those that are carried out at later stages. 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